1. What measures are in place to ensure immigrant students in K-12 have access to necessary technology resources in North Carolina?

As an AI language model, I do not have access to current data or policies in North Carolina. However, here are some potential measures that could be in place to ensure immigrant students in K-12 have access to necessary technology resources:

1. Digital Equity and Inclusion Initiatives: Many school districts and education institutions have implemented digital equity and inclusion initiatives to support marginalized communities, including immigrant students. These initiatives may include providing technology resources such as laptops, tablets, or internet hotspots for families who cannot afford them.

2. Technology Loaner Programs: Some schools may have loaner programs where students can borrow devices such as laptops or tablets for academic use.

3. Free or Reduced Cost Internet Services: Schools and local organizations may partner with internet service providers to offer free or reduced-cost internet services to low-income families, including immigrant families.

4. Funding for Technology Resources: School districts may allocate funds specifically for technology resources for immigrant students and other marginalized communities.

5. Educational Grants and Scholarships: There may be educational grants and scholarships available for low-income students, which can be used towards purchasing technology resources.

6. English Language Learning (ELL) Programs: Schools with high numbers of immigrant students often have specialized ELL programs that provide additional resources and support to help these students succeed academically.

7. Accessible Online Educational Materials: Schools and teachers can ensure that online educational materials are accessible in multiple languages to accommodate the diverse linguistic needs of immigrant students.

8. Collaborations with Community Organizations: Community organizations may also provide assistance by offering technology resources or working with schools to bridge the digital divide among immigrant students.

9. Technology Literacy Training: Schools can provide training sessions for parents/guardians of immigrant students on how to use technology effectively to support their children’s learning at home.

10. Personalized Instruction: Teachers can adapt their instructional methods by incorporating a variety of technologies, such as online videos or interactive lessons, to accommodate different learning styles and abilities among immigrant students.

2. How is North Carolina addressing the digital divide for immigrant students in K-12?

North Carolina is taking several steps to address the digital divide for immigrant students in K-12:

1. Providing Internet Access: The state has initiated various programs to provide internet access to all students, including those from immigrant families. These programs include the NC Broadband Infrastructure Office which helps bring broadband service to underserved areas, and the Emergency Broadband Benefit Program which provides a temporary discount on monthly internet bills.

2. Offering Technology Resources: Many schools are providing technology resources such as laptops or tablets to students who do not have access at home. Some schools are even creating technology lending libraries where students can check out devices to use at home.

3. Supporting Digital Literacy: The North Carolina Department of Public Instruction has launched initiatives aimed at helping students improve their digital literacy skills through training and resources for both teachers and students. This includes providing professional development opportunities for teachers on how to effectively use technology in the classroom.

4. Partnering with Community Organizations: The state is also working with community organizations that serve immigrant communities to identify and address any specific barriers they may face in accessing technology or using digital tools for learning.

5. Offering Language Support: In addition to providing technology resources, the state is also focusing on language support for immigrant students. This includes offering translation services and bilingual staff members to assist families with accessing digital learning materials.

6. Expanding Education Technology Programs: North Carolina is expanding education technology programs, such as online learning options, virtual field trips, and educational apps that can benefit immigrant students who do not have access to traditional classroom resources.

7. Addressing Equity Concerns: The North Carolina State Board of Education approved an equity plan in February 2020 that aims to close achievement gaps among different groups of students, including immigrants and English Language Learners (ELLs). This plan includes specific strategies for addressing digital inequities among these student populations.

Overall, North Carolina recognizes the importance of addressing the digital divide for immigrant students and is taking steps to ensure all students have access to the necessary resources for academic success.

3. What resources does North Carolina provide for immigrant students to obtain technology and digital tools for learning?

North Carolina provides various resources for immigrant students to obtain technology and digital tools for learning. These include:

1. Digital Learning Initiative: This initiative by the North Carolina Department of Public Instruction aims to increase access to technology and digital tools in schools across the state. Schools can apply for grants to purchase devices such as laptops, tablets, and internet hotspots for their students.

2. NC K-12 Learning Technology Grant: This grant program provides funding for schools to purchase education technology tools and resources, including software licenses, digital content, and online courses.

3. Educational Technology Integrators (ETIs): ETIs are trained education professionals who provide support and training to teachers on how to use technology effectively in the classroom. They also assist schools with procuring appropriate technology tools for their students.

4. Digital Literacy Programs: The North Carolina Community College System offers digital literacy programs that help immigrant students acquire basic computer skills, such as using email, navigating the internet, and using productivity software like Microsoft Word.

5. Public Library Access: Many public libraries in North Carolina offer free access to computers, Wi-Fi, and other technology resources for community members. Immigrant students can take advantage of these resources to complete schoolwork or access educational materials online.

6. Remote Learning Resources during COVID-19 Pandemic: In response to the pandemic, the North Carolina Department of Public Instruction has developed a Remote Learning Resources website that provides guidance on remote learning options and solutions for students who may not have access to technology at home.

7. Non-Profit Organizations: There are also several non-profit organizations in North Carolina that provide donated or discounted computers and other technology tools for low-income families or immigrant communities in need.

Overall, these resources demonstrate North Carolina’s commitment to providing equal opportunities for all students, including immigrant students, to access technology and digital tools for learning.

4. Are there any initiatives specifically targeting technology support for immigrant students in K-12 schools throughout North Carolina?

There are several initiatives and programs in North Carolina that aim to provide technology support for immigrant students in K-12 schools. Some examples include:

1. The Charlotte-Mecklenburg Schools (CMS) Technology Access Initiative: This initiative provides free laptops and internet access to low-income students, including immigrant students, in grades 4-12. The goal is to ensure that all students have equal access to digital resources and technology tools for learning.

2. Digital Literacy Initiative by the North Carolina Society of Hispanic Professionals (NCSHP): This program aims to bridge the digital divide for Hispanic/Latino students through technology training and access opportunities. It offers computer classes, workshops on digital literacy, and scholarships for laptops to eligible high school seniors.

3. IgniteCS program by Code.org: This program partners with schools and community organizations in North Carolina to offer computer science courses to underserved student populations, including immigrant students. The curriculum focuses on teaching coding skills and promoting diversity and inclusion in the technology field.

4. Digital Bridge K-Zone program by Durham Public Schools: This initiative provides affordable internet plans for families with limited income or who participate in Medicaid or SNAP programs. It also offers discounted devices such as laptops, tablets, and hotspots for eligible families.

5. UNC Greensboro Bridge Program: This program provides academic support, mentorship, leadership development, and technology resources specifically for refugee and immigrant students enrolled in Guilford County Schools.

6. Google Fiber Community Connection by Wired for Success NC: This initiative partners with schools, community centers, libraries, and other organizations serving low-income communities in Raleigh-Durham-Chapel Hill area to provide free gigabit-speed internet access at no cost.

Overall, these initiatives aim to address the digital divide that can significantly impact the educational outcomes of immigrant students by providing them with crucial technological resources and support.

5. What steps is North Carolina taking to bridge the gap in access to technology resources for immigrant students in rural areas?

1. Increasing Funding for Technology Resources: The state government has allocated additional funds to rural schools to improve their technology infrastructure and provide access to necessary resources such as computers, software, and internet connectivity.

2. Expanding Internet Access: North Carolina has launched various initiatives to expand internet access in rural areas, including the “NC Student Connect” program, which provides free wireless hotspots to students from low-income families. The state has also invested in increasing broadband infrastructure in underserved areas.

3. Providing Devices for Students: To bridge the technology gap among immigrant students in rural areas, the state has worked with local districts and non-profit organizations to provide devices such as laptops and tablets to students who do not have access to them at home.

4. Offering Digital Learning Opportunities: North Carolina has implemented digital learning opportunities through virtual classes, online courses, and educational software. These resources can be accessed from home or school and provide a more flexible learning environment for immigrant students in rural areas.

5. Collaborating with Community Organizations: The state is working with community organizations such as libraries, community centers, and after-school programs to provide technology resources and support for immigrant students in rural areas. These partnerships help reach students who may not have access to technology within their homes or schools.

6. Training Teachers on Technology Integration: To ensure that teachers are equipped with the necessary skills to integrate technology into their classrooms, North Carolina provides professional development opportunities on integrating technology into instruction specifically targeted towards teachers working with immigrant students in rural areas.

7. Promoting Digital Literacy: Along with providing hardware and software resources, North Carolina is also focusing on developing digital literacy skills among immigrant students in rural areas through special programs and workshops aimed at familiarizing them with technology tools and improving their proficiency levels.

6. How does North Carolina support English Language Learners (ELLs) with accessing and utilizing technology in the classroom?

North Carolina supports English Language Learners (ELLs) with accessing and utilizing technology in the classroom through various initiatives and resources. These include:

1. Digital Learning Competencies for ELLs: The North Carolina Department of Public Instruction has developed a set of digital learning competencies specifically for ELLs to ensure that they have access to and are able to effectively use technology in their educational settings.

2. ESL Standards Crosswalk: The state has also developed an ESL Standards Crosswalk, which aligns the English as a Second Language standards with the state’s Digital Learning Competencies, providing teachers with a framework for integrating technology into their ESL instruction.

3. Technology and Media Services for ELLs: Many schools in North Carolina have technology and media specialists who are responsible for providing trainings, support, and resources to educators working with ELLs. These specialists work closely with ESL teachers to integrate technology into their instructional practices.

4. Technology Grants: The state offers grants such as the Enhancing Education Through Technology (EETT) grant, which provides funding to schools for implementing technology-based programs that support language acquisition and academic achievement of ELLs.

5. Online Courses: North Carolina Virtual Public School offers online courses specifically designed for ELLs, providing opportunities for them to access quality instruction in a virtual setting.

6. Access to Digital Resources: Students have access to various digital learning resources through their school districts, such as e-books, online dictionaries and translation tools, language-learning software, and educational games designed specifically for ELLs.

7. Professional Development Opportunities: Teachers receive ongoing professional development on how to effectively integrate technology into their instruction when working with ELLs through workshops, conferences, webinars, and online learning modules.

8. Multilingual Support Tools: Some schools use multilingual support tools such as speech-to-text software or translation apps to facilitate communication between teachers and students who speak different languages.

9. Technology Integration Specialists: Some districts have technology integration specialists who work with teachers to integrate technology into their lessons and collaborate with ESL teachers to ensure that ELLs are able to access and use technology effectively.

10. Collaboration and Cooperation: The state encourages collaboration and cooperation between ESL, technology, and content area teachers to identify effective ways to integrate technology into language instruction for ELLs.

7. Are there any partnerships between local businesses or organizations to provide technology resources for immigrant students in K-12 schools across North Carolina?

Yes, there are several partnerships between local businesses and organizations to provide technology resources for immigrant students in K-12 schools across North Carolina. Here are a few examples:

1. The N.C. Business Committee for Education (NCBCE) and Lenovo have partnered to provide laptops and other educational technology resources to underserved students across the state, including immigrant students. Through this partnership, over 20,000 laptops have been distributed to schools in districts with high populations of immigrant students.

2. The North Carolina Department of Public Instruction has partnered with Microsoft to provide free Office 365 subscriptions to all public K-12 schools in the state. This includes access to tools like Microsoft Teams, which can be used for remote learning and communication among teachers, students, and families.

3. The Education Empowerment Program (EEP) is a collaboration between Wake County Public Schools, local businesses, and community organizations that provides affordable internet access and low-cost computers to low-income families, including many immigrant families.

4. The Hispanic League in Winston-Salem has partnered with local businesses and universities to offer after-school programs focused on technology literacy for Latino youth, including immigrant students.

5. The Digital Inclusion Project at Appalachian State University partners with local K-12 schools in rural areas of North Carolina to provide technology training for students, parents, and community members from diverse cultural backgrounds.

These are just a few examples of partnerships that exist between local businesses or organizations and K-12 schools in North Carolina to provide technology resources for immigrant students.

8. In what ways does North Carolina prioritize equitable distribution of technology resources among all K-12 students, including immigrants?

1. One-to-One Technology Initiative: North Carolina has implemented a One-to-One Technology Initiative, which aims to provide every student in grades K-12 with access to a device for learning purposes. This initiative prioritizes equitable distribution by ensuring that all students, including immigrants, have equal access to technology resources.

2. Digital Learning Plan: The state has a comprehensive Digital Learning Plan that includes strategies for providing equitable access to technology resources and closing the digital divide among students. This plan specifically addresses the needs of traditionally underserved students, including low-income students, English Language Learners (ELLs), and students with disabilities.

3. Equity-Focused Grant Programs: North Carolina offers several grants and funding programs specifically targeted at promoting equitable distribution of technology resources among all students. For example, the Digital Teaching and Learning Grant provides funds for schools and districts to implement digital learning initiatives while prioritizing equity and access for marginalized student populations.

4. Broadband Expansion Efforts: The state has taken steps to expand broadband internet access to all areas of North Carolina, including rural and underserved communities. This ensures that all students have equal opportunities for accessing online learning resources outside of school.

5. Technology Training in Diverse Languages: The Department of Public Instruction offers professional development opportunities for educators focused on incorporating technology into teaching practices in diverse languages such as Spanish and Chinese. This helps ensure that ELLs have equal access to technology resources in their native language.

6. School Connectivity Funds: North Carolina allocates statewide funding specifically for improving school connectivity, ensuring that all schools have sufficient internet bandwidth and infrastructure to support the use of technology in education.

7. Support for Low-Income Families: The state also provides support for low-income families through programs such as EveryoneOn and Connecting Communities through Computers (C3) which offer discounted internet services and refurbished computers to eligible households.

8. Multilingual Resources: The State Board of Education has developed multilingual resources, including technology-related materials, to support immigrant and refugee students and families. These resources are available in various languages to ensure equal access for all students.

9. Does North Carolina have a plan in place to update and modernize existing technology resources available to immigrant students in K-12 schools?

As of now, North Carolina does not have a specific plan in place to update and modernize technology resources for immigrant students. However, the state has implemented various initiatives to improve access to technology resources for all students, including immigrants. For example, the NC Digital Teaching and Learning Initiative provides funding for schools to purchase digital devices and improve internet connectivity, with the goal of preparing students for 21st century careers.

Additionally, many school districts in North Carolina have implemented digital learning initiatives and programs that provide all students with access to technology resources. These programs often include free or low-cost laptop or tablet distribution, as well as innovative online learning platforms and virtual classrooms.

However, it is important for North Carolina to continually assess and update its technology resources in order to address any gaps or disparities that may exist for immigrant students. This can be achieved through ongoing evaluations of existing programs and policies and soliciting feedback from immigrant communities on their technology needs and preferences. Collaborating with community organizations that serve immigrant populations can also provide valuable insight into areas where technological improvements could be made.

10. How are teachers trained and supported to effectively integrate technology into instruction for immigrant students at different proficiency levels in North Carolina?

Teacher training and support for integrating technology into instruction for immigrant students at different proficiency levels in North Carolina vary depending on the district and school. However, there are several common practices that are typically used to equip teachers with the skills necessary to effectively integrate technology for immigrant students.

1. Professional Development: Professional development opportunities are often provided to teachers, specifically focusing on topics such as the use of technology and strategies for teaching diverse learners. Professional development may occur during scheduled in-service days or through online learning platforms.

2. Collaboration and Coaching: Many schools have technology integration specialists or instructional coaches who work closely with teachers to provide ongoing support and guidance on incorporating technology into their lessons. These specialists also collaborate with teachers to help adapt technology tools and methods for use with students at different proficiency levels.

3. Curriculum Resources: The North Carolina Department of Public Instruction provides access to curriculum resources, including digital tools, applications, and lesson plans that teachers can use to enhance instruction for immigrant students.

4. Technology Support Systems: Most districts have a designated point person or department responsible for supporting educators’ use of technology in the classroom. These individuals or teams can help troubleshoot technical issues, provide training on specific devices or software, and offer suggestions for effective integration strategies.

5. Multilingual Support: In schools with large populations of English language learners (ELLs), there may be dedicated multilingual tech support staff available to assist both teachers and students in navigating technological tools and resources.

6. Community Partnerships: Schools may partner with community organizations or local businesses that can provide resources or expertise related to integrating technology for immigrant students. For example, a local library may offer coding classes or a nearby university may have an education program that supports ELLs.

7. Collaborative Planning: Teachers may engage in collaborative planning sessions where they share best practices, seek advice from colleagues, and brainstorm ways to incorporate technology into their instruction effectively.

8. Peer Mentoring: Some schools have implemented peer coaching programs where experienced teachers mentor and support colleagues in using technology effectively with immigrant students.

9. Personalized Learning: With the increasing focus on personalized learning, schools are implementing technology as a means to provide differentiated instruction for students at different proficiency levels. Teachers may work with technology specialists to identify appropriate tools and resources to support their students’ individual needs.

10. On-going Support: Providing ongoing support is essential for teachers as they learn to use new technologies and strategies effectively. Districts and schools can offer continued professional development opportunities, access to online resources, and a platform for teachers to share their successes, challenges, and questions with their peers.

11. Are there any programs or initiatives aimed at increasing internet connectivity and affordability for immigrant families with school-aged children in North Carolina?

Yes, there are several programs and initiatives in North Carolina aimed at increasing internet connectivity and affordability for immigrant families with school-aged children. Some examples include:

1. Wi-Fi Hotspot Lending Programs: Many public libraries in North Carolina offer free Wi-Fi hotspot devices that can be checked out by library patrons, including immigrant families with school-aged children. This allows them to access the internet from their homes at no cost.

2. Broadband Adoption Programs: Organizations such as Connected Nation and the NC Broadband Infrastructure Office offer programs and resources aimed at helping low-income families, including immigrant families, get connected to affordable internet services. These programs often include subsidies, discounted rates, or low-cost options for qualifying households.

3. Digital Inclusion Initiatives: Organizations like Kramden Institute and Triangle Literacy Council provide digital literacy and technology training courses to help immigrant families and other underserved communities navigate the digital world.

4. School District Initiatives: Many school districts in North Carolina have implemented programs to increase internet access for students, particularly those from low-income families. For example, Wake County Public Schools has partnered with local internet providers to offer free or reduced-cost high-speed internet to eligible students.

5. Federal Programs: Federal programs such as Lifeline provide subsidies for low-income households to access phone or internet services. Families who qualify for programs such as SNAP (Supplemental Nutrition Assistance Program) or Medicaid may also be eligible for this assistance.

6. Non-Profit Organizations: There are also various non-profit organizations in North Carolina that provide support for immigrants and their families. Some of these organizations offer internet connectivity assistance or partner with other organizations to provide resources for accessing affordable internet services.

12. What efforts has North Carolina made to provide language assistance and translation services for non-English speaking families when it comes to accessing technology resources for their children’s education?

North Carolina has made efforts to provide language assistance and translation services for non-English speaking families in the following ways:

1. Translation Services: The North Carolina Department of Public Instruction (NCDPI) has partnered with TransACT Communications, a company that provides translation and interpretation services for parents and guardians who speak languages other than English. This service is available free of charge to families whose children attend public schools in North Carolina.

2. Multilingual Resources: The NCDPI website contains a section dedicated to multilingual resources, including educational materials and information on how parents can support their child’s education at home. These resources are available in multiple languages including Spanish, Arabic, Chinese, Vietnamese, and more.

3. Language Assistance Program: NCDPI offers a language assistance program that aims to provide support and guidance to schools with linguistically diverse student populations. This includes training for teachers on how to effectively communicate with non-English speaking students and their families.

4. Bilingual Parent Advisory Councils: Many school districts in North Carolina have established Bilingual Parent Advisory Councils (BPAC) that aim to engage with and provide support to non-English speaking families. These councils facilitate communication between parents/guardians and the school district, ensuring that their voices are heard when it comes to important decisions affecting their child’s education.

5. Language Access Plan: NCDPI has developed a Language Access Plan which outlines strategies for improving communication and providing language access services for non-English speaking families within the school system.

6. Providing Technology Training in Multiple Languages: To help non-English speaking families feel more comfortable navigating technology resources for their child’s education, some school districts have offered technology training sessions in various languages.

In summary, North Carolina has implemented several initiatives aimed at providing language assistance and translation services for non-English speaking families when accessing technology resources for their children’s education.

13. How does the school district ensure equal opportunities for all immigrant students, regardless of their family’s financial status, when it comes to accessing necessary technology resources?

The school district has several measures in place to ensure equal opportunities for all immigrant students, regardless of their family’s financial status, when it comes to accessing necessary technology resources. These measures include:

1. Providing school-issued devices: The school district provides students with school-issued devices like laptops or tablets, which can be used for classwork and homework assignments. This ensures that all students have access to the necessary technology resources, regardless of their family’s financial status.

2. Offering free or low-cost internet access: The school district may partner with internet service providers to offer free or low-cost internet access to families who cannot afford it. This allows students from low-income families to access online learning materials and participate in virtual classes without any financial constraints.

3. Creating digital libraries: The school district may also create digital libraries that are accessible to all students, providing them with a wide range of online educational resources.

4. Implementing a technology loan program: In cases where there is a limited number of devices available, the school district may implement a technology loan program where students can borrow devices for the duration of the school year.

5. Utilizing grant funding: The school district may apply for grant funding specifically aimed at providing technology resources to immigrant students or addressing the digital divide within the community.

6. Providing technical support: The school district may offer technical support services to assist immigrant families in setting up and utilizing their devices and accessing online learning materials.

Overall, the school district strives to ensure that all immigrant students have equal access to necessary technology resources by offering various supports and options based on their individual needs and financial circumstances.

14. Are there any special accommodations made for undocumented immigrants who may not have access to traditional means of obtaining necessary technology resources?

Special accommodations may be available for undocumented immigrants who may not have access to traditional means of obtaining necessary technology resources. These accommodations may include:

1. Community Resources: Local community organizations or non-profits may offer free or low-cost technology resources and training programs for undocumented immigrants.

2. Public Libraries: Many public libraries offer free access to computers, internet, and other technology resources, which can be utilized by undocumented immigrants.

3. Schools/Universities: Some schools or universities may offer discounted or free access to their computer labs, software, and internet for undocumented students.

4. Mobile Technology: Access to smartphones and other mobile devices can provide vital resources for undocumented immigrants who may not have access to traditional computers or internet.

5. Government Programs: In some cases, government programs such as Lifeline assistance can provide discounted phone and internet services to eligible low-income individuals.

6. Online Resources and Tools: There are many online platforms that offer free resources and tools for learning about technology, such as coding bootcamps, virtual workshops, and tutorials.

It is important to research local options and reach out to community organizations for potential support in accessing necessary technology resources.

15. Does North Carolina track data on technology access and usage among immigrant students in K-12 schools?

There is limited data available on technology access and usage specifically among immigrant students in K-12 schools in North Carolina. The state does track overall data on student technology access, including the percentage of students with internet and computer access at home, but this data does not differentiate between immigrant and non-immigrant students.

Additionally, North Carolina tracks data on English language proficiency among students, which may provide some insights into technology access and usage among immigrant students who are English language learners. However, this data does not specifically focus on technology.

Overall, there is a lack of comprehensive data on technology access and usage among immigrant students in North Carolina’s K-12 schools.

16. How does North Carolina assess the effectiveness of providing technology resources to immigrant students in K-12 schools?

There is no single method for assessing the effectiveness of providing technology resources to immigrant students in K-12 schools in North Carolina. Different school districts may have their own methods for evaluating the impact and outcomes of technology resources on immigrant students. Some common approaches that may be used include:

1. Surveys or questionnaires: School districts may use surveys or questionnaires to gather feedback from immigrant students about their experiences using technology resources. These surveys could ask about the types of technology used, how useful they found it, and how it helped them in their learning.

2. Academic performance: Another way to assess the effectiveness of technology resources is to look at academic performance data for immigrant students. This could include measures like standardized test scores, grades, and graduation rates before and after implementing technology resources.

3. Observation and student work: Educators may also observe and analyze student work to see if there has been an improvement in learning outcomes since the introduction of technology resources. For example, educators could look for evidence of increased digital literacy skills or improved research capabilities.

4. Attendance and engagement: Schools may also track attendance and engagement levels among immigrant students before and after implementing technology resources to see if there has been a positive impact on their participation in class.

5. Parent and community feedback: It’s important to involve parents and community members in assessing the effectiveness of providing technology resources to immigrant students. Gathering feedback from these stakeholders can provide valuable insights into any changes or improvements they have noticed in their child’s education since the introduction of technology resources.

Ultimately, a comprehensive evaluation of the effectiveness of providing technology resources to immigrant students would likely involve a combination of these methods, as well as ongoing monitoring and adjustments based on feedback from various stakeholders.

17. Are there any district-level policies or guidelines in place that specifically address the needs of immigrant students when it comes to accessing technology resources for learning purposes?

It is possible that some school districts may have policies or guidelines in place that address the needs of immigrant students when it comes to accessing technology resources for learning purposes. These policies may include provisions for translating technology materials into multiple languages, providing support and resources for language barriers, and ensuring equal access to technology resources for all students regardless of their immigration status. However, these types of policies may vary from district to district and it is best to consult with individual school districts to determine their specific policies related to immigrant student access to technology resources.

18. What measures has North Carolina taken to ensure that all technology resources provided to immigrant students comply with data privacy regulations and protect student information?

North Carolina has taken several measures to ensure that all technology resources provided to immigrant students comply with data privacy regulations and protect student information. These measures include:

1. Compliance with Federal Laws: North Carolina adheres to the Family Educational Rights and Privacy Act (FERPA) which protects the privacy of student education records, including the records of immigrant students.

2. Data Encryption: The state’s Department of Public Instruction requires data encryption for any sensitive information transmitted over the internet. This ensures that student information is protected while being transferred online.

3. Secure Storage: Student records, whether physical or digital, are stored in a secure location with restricted access to authorized personnel only.

4. User Access Management: Schools are required to have strict user access policies in place, ensuring that only authorized personnel can access student data.

5. Cybersecurity Measures: North Carolina has implemented strong cybersecurity measures to safeguard student data from cyber threats and unauthorized access.

6. Safe School Policies: Schools are required to have specific policies in place regarding technology usage, ensuring that student data is not shared with unauthorized individuals.

7. Training and Awareness Programs: Teachers and school staff are provided with training on data privacy laws and their role in protecting student information.

8. Parental Consent: Before sharing any personal information about a student, schools must obtain written consent from the parent or guardian.

9. Regular Audits: The state conducts regular audits of school systems’ technology infrastructure and data storage practices to ensure compliance with state and federal laws.

10. Implementation of Student Data Privacy Agreements: Schools must enter into agreements with third-party vendors who handle student data, ensuring that these vendors also comply with state and federal privacy laws.

19. How does North Carolina involve parents and guardians of immigrant students in decision-making processes concerning access to technology resources?

North Carolina involves parents and guardians of immigrant students in decision-making processes concerning access to technology resources through various means, such as:

1. Multilingual communication: The North Carolina Department of Public Instruction provides information and resources in multiple languages to ensure that parents and guardians who speak languages other than English can be informed about technology resources available for their children. This includes translation of important documents, school websites, and phone notifications.

2. Parent-teacher conferences: Schools in North Carolina conduct regular parent-teacher conferences where parents and guardians can discuss their child’s academic progress and any specific needs or concerns regarding access to technology resources.

3. School advisory committees: Many schools have advisory committees made up of parents, community members, and school staff. These committees often discuss and make recommendations on issues related to technology resources and access for students.

4. Individual Education Plan (IEP) meetings: For immigrant students with special needs, IEP meetings involve school staff, the student’s family members or guardians, and other relevant individuals to develop a plan that meets the student’s specific needs, including any necessary technology resources.

5. Technology trainings/events for parents: Schools hold workshops or training sessions for parents on the use of various technology tools and resources that are available for their children.

6. Surveys/feedback mechanisms: Schools may conduct surveys or have feedback mechanisms in place to gather input from parents and guardians on their child’s use of technology resources and any challenges they may be facing.

7. Public forums: Some schools organize public forums where parents/guardians can voice their opinions on various issues related to education, including access to technology resources.

8. District-level committees/groups: District-level committees or groups may also be formed to address issues related to access to technology resources for all students, including immigrant students.

Overall, the involvement of parents and guardians is essential in making decisions concerning access to technology resources for immigrant students. By involving them in decision-making processes, the needs and concerns of immigrant families can be better understood and addressed, leading to more equitable access to technology resources for all students.

20. Is there a clear communication plan in place to inform immigrant families about available technology resources in K-12 schools across North Carolina?

There is not a single, centralized communication plan in place for informing immigrant families about technology resources in K-12 schools across North Carolina. Communication methods and strategies vary depending on the district and school. However, many districts have put in place initiatives to reach out to immigrant families and inform them about technology resources available in schools.

Some common methods of communication include:

1. Multilingual websites: Many school districts have websites that are available in multiple languages, making it easier for immigrant families to access information about technology resources.

2. Translation services: Some districts have translation services available for communicating with non-English speaking families. This can include phone interpretation or written translation of important documents and announcements.

3. Parent outreach programs: Schools may have parent outreach programs that specifically target immigrant families, providing them with information on technology resources and how to access them.

4. Bilingual staff members: Having bilingual staff members can also help facilitate communication with immigrant families regarding technology resources.

5. School newsletters and announcement flyers: Schools may send home newsletters or flyers that contain information about available technology resources, along with instructions on how to access them.

6. Social media platforms: Many schools use social media platforms like Facebook and Twitter to share updates and information about technology resources with parents and community members.

7. Parent-teacher conferences: These are another opportunity for schools to communicate directly with parents about available technology resources and how they can be accessed.

Overall, while there may not be a single specific communication plan in place, many schools are actively working towards reaching out to immigrant families and ensuring they are aware of the technology resources available to their children in K-12 schools across North Carolina.