How do i get an iep for my child

How to Get an IEP

You’ve learned the basics of what an IEP is, and how it can help your child. But how do you request an IEP and get your child’s program started?

The process of getting an IEP begins with an evaluation for special education. It ends with a written plan for services and supports. But the work of making sure your child is getting needed support continues long after that.

The more you know about how to get an IEP and how it’s put into place, the more active a role you can take in the process. This guide can lead you to the information, advice, and insight you need for this step in the journey.

Getting the IEP process started

How do you get an IEP? Your child must first be found eligible for special education services. But how do you start that process?

Many parents wonder how to request an IEP from their school. You actually don’t need to request an IEP. But you do need to ask to have your child evaluated by the school, for free. You can also pay for a private evaluation.

Sometimes the school will start the IEP process, and not you. They may suggest your child be evaluated. But the school can’t evaluate your child without your consent.

Many parents have questions about how the evaluation process works. If you want to learn more about it, dive into our comprehensive guide to evaluations. You’ll find information on the benefits of an evaluation, the evaluation process and timeline, how testing works, and more.

Or you can go ahead and get started by following these steps to request an evaluation. It’s the first step toward getting the help your child needs to succeed at school.

Determining IEP eligibility

Once your child has been evaluated and testing results are in, the school has to determine if your child is eligible for an IEP. To do this, they have to answer two questions:

Does your child have one or more of the 13 conditions that are covered under the special education law IDEA?
Does your child need services and to succeed at school?

The IEP team decides if your child qualifies for an IEP at a special “eligibility meeting. ” You’ll be at that meeting as part of the team. So might school professionals like a speech-language therapist or an occupational therapist. If the school finds your child to be eligible, together you’ll start creating the IEP. And if your child doesn’t qualify for an IEP, there are steps you can take.

Learn what to expect at an eligibility meeting.
Discover your state’s requirements through a parent training center.
Start getting to know important IEP terms you’re likely to hear.

Weighing options if your child isn’t eligible for an IEP

Sometimes, a school finds a student to be not eligible for special education services. If that happens, it’s not the end of the road. Learn about steps you can take if your child is found ineligible.

Read about the unique approach one mom took when her daughter didn’t qualify for an IEP.

One thing you can do is request a for your child. Like an IEP, this plan would provide accommodations or other supports that give your child access to learning.

You can also look into getting an (IEE). This kind of evaluation is done by professionals outside of the school. Learn more about IEEs.

There are also measures you can take to dispute the school’s findings. These include mediation and something called a due process complaint. That’s typically a last resort to resolving a dispute, however.

Understand how 504 plans work and how they’re different from IEPs.
Discover your legal rights in the IEP process.
Learn about options for resolving a dispute with the school.

Download: Chart showing how kids get IEPs

Use this visual guide to see how kids meet eligibility requirements for special education.

IEP roadmap: How kids get special educationPDF

Next steps

If the school finds your child eligible for an IEP, there’s nothing you need to do to get the IEP ball rolling. That will happen automatically and quickly — within 30 days. But you’ll be part of the IEP team creating and overseeing your child’s IEP. Under IDEA, you have the right to participate in every step of the IEP process.

Find out what the process of getting an IEP was like for other parents. You can connect with parents in our secure, online community groups. You can also explore a collection of IEP personal stories.

Here are the next steps in the IEP journey:

Knowing what’s in an IEP
Navigating IEP meetings
Staying on top of your child’s IEP

How to Get an IEP

You’ve learned the basics of what an IEP is, and how it can help your child. But how do you request an IEP and get your child’s program started?

Getting the IEP process started

How do you get an IEP? Your child must first be found eligible for special education services. But how do you start that process?

Sometimes the school will start the IEP process, and not you. They may suggest your child be evaluated. But the school can’t evaluate your child without your consent.

Or you can go ahead and get started by following these steps to request an evaluation. It’s the first step toward getting the help your child needs to succeed at school.

Determining IEP eligibility

Once your child has been evaluated and testing results are in, the school has to determine if your child is eligible for an IEP. To do this, they have to answer two questions:

Does your child have one or more of the 13 conditions that are covered under the special education law IDEA?
Does your child need services and to succeed at school?

The IEP team decides if your child qualifies for an IEP at a special “eligibility meeting.” You’ll be at that meeting as part of the team. So might school professionals like a speech-language therapist or an occupational therapist. If the school finds your child to be eligible, together you’ll start creating the IEP. And if your child doesn’t qualify for an IEP, there are steps you can take.

Learn what to expect at an eligibility meeting.
Discover your state’s requirements through a parent training center.
Start getting to know important IEP terms you’re likely to hear.

Weighing options if your child isn’t eligible for an IEP

Read about the unique approach one mom took when her daughter didn’t qualify for an IEP.

One thing you can do is request a for your child. Like an IEP, this plan would provide accommodations or other supports that give your child access to learning.

You can also look into getting an (IEE). This kind of evaluation is done by professionals outside of the school. Learn more about IEEs.

Understand how 504 plans work and how they’re different from IEPs.
Discover your legal rights in the IEP process.
Learn about options for resolving a dispute with the school.

Download: Chart showing how kids get IEPs

Use this visual guide to see how kids meet eligibility requirements for special education.

IEP roadmap: How kids get special educationPDF

Next steps

Find out what the process of getting an IEP was like for other parents. You can connect with parents in our secure, online community groups. You can also explore a collection of IEP personal stories.

Here are the next steps in the IEP journey:

Knowing what’s in an IEP
Navigating IEP meetings
Staying on top of your child’s IEP

How to get assistive technology at your child's school

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1. How is assistive technology defined in special education?

Assistive technology is defined twice by federal special education laws. The Individuals with Disabilities Education Act (IDEA) defines them as "any item, equipment, or system of products commercially purchased off-the-shelf, modified, or made to order, used to enhance, preserve, or improve the functional potential of children with disabilities. " Title 20, United States Code (U.S.C., United States Code) §1401(1). The relevant provisions define assistive technology as any device or service that your child needs to get the most out of his/her special education program or related services; or to be able to get an education in the least restrictive environment. Section 34 Code of Federal Regulations (C.F.R.) §§300.110 & 300.114.

2. Who is eligible for assistive technology services?

Children with disabilities who need special education services to get the most out of their education are eligible for special education and related services. Related services include assistive technology. For more information on what is meant by assistive technology services, see Chapter 5, Information on Related Services, of the Special Education Rights and Responsibilities (SERR) guide published by Disability. Rights California, at: http://www.disabilityrightsca.org/pubs/504001Ch05.pdf.

3. How can I request assistive technology?

You can request assistive technology through an Individual Education Plan (IEP) or request an assessment for assistive technology eligibility. For more information about assistive technology eligibility assessments, see Chapter 2, Information on Evaluations/Assessments, in the Special Education: Rights and Responsibilities (SERR) guide, published by Disability Rights California, at: http:// www.disabilityrightsca.org/pubs/504001Ch02.pdf.

4. How do I get assistive technology included in my child's IEP?

Your child needs assistive technology to get the most out of special education. Assistive technology may be part of your child's goals and objectives in special education. Section 34 C.F.R. §300.39. For example, your child may need a communication device to answer questions and communicate with their teacher or classmates. Assistive technologies may be part of related services. Section 34 C.F.R. §300.34. They may give your child the opportunity to use a related service or be a related service themselves. Assistive technology can be an additional help or service that allows your child to receive an education in the least restrictive environment. Section 34 C.F.R. §§ 300.42 & 300.114(a)(2). The IEP team should first consider using assistive technologies that will give your child the opportunity to learn in a classroom with other children before considering placing your child in a more restrictive environment.

The IEP team must consider the child's needs for assistive technology devices and/or services. Title 20 U.S.C. §1414(d)(3)(B)(v). If your child has a visual impairment that requires the use of Braille, the IEP team must provide training in Braille and instructions on how to use Braille. The only exception would be if the IEP team, after assessing your child's current and future needs, concludes that Braille is not appropriate for your child. Section 20 U.S.C §1414(d)(3)(B)(iii).

5. Who owns the assistive technology that the school buys for a student?

Equipment purchased by the school district is owned by the school district. The equipment will remain in this school district if your child transfers to another school district.

6. Can my child take school-purchased equipment home?

Yes. If your child needs to have this equipment at home in order to progress towards his or her IEP goals. A school district may not restrict the use of an assistive device to school only if your child needs to have the device at home in order to receive free, appropriate public education (FAPE). If your child needs this device to do homework or practice skills outside of school, the device must be included in his/her IEP.

7. Can the school district force me to sign a liability waiver and make me pay for damaged equipment?

School districts may require parents to sign a limited release of liability requiring them to replace lost or damaged equipment, but only in exceptional circumstances. The school district may not force a parent to replace a device that is damaged or lost as a result of a student's disability, and the district must also not require parents to sign documents requiring them to replace a device that is damaged or lost during normal use. For example, if a student is using old equipment correctly and their screen freezes and the equipment stops working, the district should not force the parent to replace that equipment. Also, if the device was stolen through no fault of the student or parents, the parents should not be held responsible. If a student's physical or mental impairment results in absenteeism, the school district should not rely on parents to replace equipment, but should instead create a plan to prevent such loss of equipment.

If the school district asks parents to sign a waiver, parents should agree to the terms of the waiver to avoid liability for any anticipated damages.

Parents may be held liable for damage to or loss of a device if the device is broken or lost through unpredictable and unexpected use. For example, if a student has a computer and he/she downloads software or an application that is not related to the school, and this software or application contains a virus, such use of the device will be considered improper and parents may be required to pay damages. In addition, if a student allows someone else (including parents) to use the equipment given to them and that person breaks that equipment, the parents may also have to pay the district for damages.

8. Can the school district force me to buy equipment through Medi-Cal or private insurance?

The decision to use other sources of funding, such as Medi-Cal or private insurance, is a decision you can make and must be voluntary. The school district cannot force you to incur financial losses. Financial losses may include a reduction in lifetime insurance coverage; increase in the amount of the insurance premium; cancellation of the policy; paying deductible expenses at your own expense; and limits on the number of services you can request. Even if you voluntarily choose to use another source of payment, the school district must provide you with all of the services covered by the IEP. If another source of funding does not cover the entire cost of the equipment, the school must assume the rest of the cost.

9. Does the school district offer training in the use of assistive devices?

Yes. The school must provide your child, you, other members of your family, and school staff with appropriate training to ensure proper use of the device. The school district is also required to pay for such tuition. Title 20 U.S.C. §1401(2)(E).

10. Who is responsible for the repair and maintenance of assistive devices?

The school district is responsible for the repair and maintenance of devices it purchases. Members of the IEP team should discuss education, repairs, and maintenance with the school district. These issues must be agreed upon by all parties before the IEP is put into action. The school district must review its property insurance policy to determine if it will cover loss or damage to the device, both on school property and at home.

11. Can the school district use price as a factor in determining my child's eligibility for assistive technology?

Yes, but only if a less expensive but appropriate device is available. Price cannot be a factor in such a decision if a less expensive device will deprive your child of access to FAPE.

12. Can the school district force my child to bring to school an assistive device that I have privately purchased for them?

Schools cannot force you to let your child use a device that belongs to your family at school. Your child's school must provide your child with the equipment he/she needs, as assessed by the IEP team. Section 34 C.F.R. §300.6(c).

13. What if the school district refuses to provide assistive technology or a specific device that I request?

You can first request an IEP meeting to discuss the problem and try to resolve it informally. If the IEP has approved the use of assistive technology and the school is not following the plan's recommendations, you have the right to file a Complaint of Noncompliance. If you disagree with the proposed IEP, you can ask for an administrative hearing. For more information about filing a complaint, see Chapter 6, Information on Due Process/Compliance Procedures, in the Special Education: Rights and Responsibilities (SERR) guide, published by Disability Rights California, at: http://www. disabilityrightsca.org/pubs/504001Ch06.pdf.

14. Can my child get assistive technology through the school district if he/she is not eligible for special education services?

Your child may qualify for the anti-discrimination provisions of the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act. Your child may receive assistive technology as a reasonable change under the ADA or as part of the school's duty to provide your child with a Section 504 FAPE. If your child uses a wheelchair, he/she may need a specially designed classroom desk. Or if your child has a visual impairment, he/she may need a special computer monitor or software to provide equal access to this device.

15. Can my child get assistive technology to participate in vocational training programs?

Yes. All special education students can receive intermediate services that include vocational training. Such services may include self-care skills, social skills training, and general work behaviors in the classroom, workplace, and community. Section 34 C.F.R. §300.43. Common types of assistive technologies for modifying learning services may include desks equipped for access by students with disabilities, talking computer terminals, and beeps or lights. If your child needs any modifications, they must be included in the IEP.

Disclaimer: This publication is legal information only and does not constitute legal advice regarding your individual situation. It is current as of the date of publication. We try to update our content regularly. However, laws change regularly. If you want to make sure the law hasn't changed, contact the DRC or another legal office.

Frequently Asked Questions

Click the links below for answers to questions related to:

School year calendar
Student education
Special Education
Guidance, resources and support for COVID-19
Community Resources
Internet access
Revised retention policy for 2019-2020

School Year Calendar 20-21

School starts for grades 1-12 on August 31, 2020

School starts for PK and Kindergarten on September 2, 2020

See Individual School Calendars

Using state guidance, Lawrence Public Schools is actively working to create plans to reopen schools this fall. This includes preparing three plans for submission to the State Department of Education. One of them is for the privileged opportunity to return as many students as possible to classes. The second is for a hybrid plan that will include a combination of in-person and distance learning opportunities. The third will only provide for the continuation of distance learning, ensuring that the school district can easily switch if health and safety conditions deem it necessary.

In an effort to accommodate all the preferences, ideas, concerns and needs of stakeholders, this summer LPS will actively engage families, students, faculty and staff in conversations as part of the planning process.

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Student Education

Q. How can I access my child's report card?

To access your child's report card information, you will need the following:

You can log in through the Lawrence Public Schools home page under "PowerSchool Parent and Student Login" or directly through this link: http://powerschool. lawrence.k12.ma.us/public
You will need a Parental Access ID and password.
Instructions for creating a personal username and password on the PowerSchool login screen can be found at the following website. http://powerschool.lawrence.k12.ma.us/public or by watching a short video tutorial at this link: LINK IN ENGLISH and LINK IN SPANISH

If you have any questions regarding access to the Power School parent portal or your child's personal information, please contact your child's principal.

Q. How can my child enjoy summer activities?

A. Lawrence Public Schools offers remote summer programming to students in several ways:

For students whose IEPs include the
For students identified as English Learners
Through Level-Up for students who need extra support from their schools

In addition to these options, there are many live and remote summer camps and activities. More information can be found in the section marked Summer Events.

Q. What resources are available to parents and students to enrich learning during this closure period?

A. LPS has launched a new website to help families and students continue learning from home: LPS Homeschool

For virtual learning that your child is already using at school, use our single sign-on portal for All students to access learning apps and websites.
- Visit Clever here! (Instructions for accessing Clever in English or Spanish)
- Need help? Check out these online login guides (English) Or (Spanish)
- Please contact your school for more information or support; or send any questions or login issues to This email address is being protected from spambots. Bots, JavaScript is enabled to view it.
Want to create a home study mode? Sample timetable for students
additional LPS resources by class
Another outstanding resource to support learning at home comes from the New York City Department of Education, which has created a helpful list of resources by level of instruction and content: NYC HOME STUDY RESOURCES AND LESSONS PK-GR 12
pbskids. org/learn is also another great resource.
Storyline online there are many interesting and famous people reading books aloud for children.
State Department of Primary and Secondary Education prepared a complete list of resources also
Looking for something more active? These online dance classes can help, or check out Covid-19 Guidance, Resources & Support below for more exercise tips.
Lawrence Public Library (LPL) subscribes to Tutor.com . This site offers 24/7 online tutoring in all subjects. Direct link to this resource http://www.lawrencefreelibrary.org/702/Tutorcom. A library card is required to access Tutor.com. However, students and parents can receive a library card via email. This email address is being protected from spambots. Bots, JavaScript is enabled to view it. or by sending a message to the Lawrence Public Library through its Facebook page at https://www.facebook.com/LawrenceFreeLibrary/. Other online resources for students and families can be accessed at http://www. lawrencefreelibrary.org/274/Online-Resources.

Q. What additional resources are available to support families with students who have IEPs?

A. Please visit the Special Education section of this FAQ for a variety of helpful resources, tips, and guides.

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Special Education

Q. During the period our district is closed due to COVID-19, is the district required to provide special education services to students with disabilities?

A. Updated guidance provided by the Department of Elementary and Secondary Education reflected in April 9, 2020 DESE Toolkit Resource for Families of Special Education Students, in new LPS Letter to Families (Spanish) AND LPS Special Education Distance Learning Plan for educators and families during school closures due to the novel coronavirus (Spanish). This information will also be mailed to all families of students with Individualized Education Plans (IEPs).

In addition, Lawrence Public Schools is committed to providing resources that families can access at home during the closing period. See the Student Education section above for more information. .

Q. My child is on an IEP or 504 Plan and I am concerned about the impact of closure on my child's academic performance.

A. After the closure is completed and the district reopens, IEP teams will be able to meet to determine the impact the closure has had on your child's academic performance and make individual team decisions as needed.

Q. My child's IEP team meeting is scheduled for closing time. What can I expect?

A. Evaluation team coordinators will contact families who have scheduled IEP meetings during the closing period. With parent/guardian permission, coordinators will schedule a "virtual" meeting by sending a link that can be accessed on a smartphone or computer with sound and microphone. Parents/guardians can also connect for audio only.

Q. My child is on an IEP and is attending education outside of the school district. What are the consequences of the closure of the public school.

A. Closing Lawrence Public School should not affect your child's attendance at a school outside the school district. As information changes daily, please contact the outplacement school directly for any news of their closure. At the time of receipt of this correspondence, our transportation provider has confirmed that they will continue to transport our students to outplacements that remain open. Questions and Answers on Serving Children with Disabilities During the 2019 Coronavirus Outbreak

Q. My child is on an IEP and is receiving “services only” (ie, speech/physical/occupational therapy). Will my child receive these services during the closure?

A. Services will not be provided during closing time as is done on snowy days.

Q. Will my child's special education contact, related service provider, and elementary/high school coordinators be available if I have questions during this closure?

A. Yes, directors of special education are available to assist families with specific questions as needed. A link to the director of special education e-mail and phone directory is on the special education directory listing. The directors of special education will provide access to assessment team facilitators, teachers, and related service providers as needed.

Q. I asked the school district for a special education evaluation on or after March 13th. What should I expect?

A. Any due dates associated with evaluation requests received on March 13 or during closing time will be processed using the first day of the schedule as the county's reopening date. For example, if the county reopens on April 7, that would be considered the first day associated with the evaluation request deadline.

Q. I am looking for general advice on how to support my child during this closure.

A. See Student Education section above. In addition, we share resources published in New York for specialized learning and student support. Please visit resources for a variety of training for special populations.

Q. Are there any resources or social stories for children and teenagers?

A. Autism educator shared this social story of the corona virus available for download.

National Association of School Psychologists Guide with National Association of School Nurses:
Talking to Children about the Coronavirus

For parents of students with autism, National Geographic offers tips and resources for homeschooling.
National Center for Learning Disabilities (NCLD) Guidelines for Serving Students with Disabilities Online: Parent's Guide to Virtual Learning: 4 Steps to Improve Your Child's Online Learning Experience Teacher's Guide to Virtual Learning: 4 Support Steps students with disabilities and their families.

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Guidance, resources and support for COVID-19

Q. Should everyone, including children, practice social distancing?

A. Yes. People of all ages, including students, must maintain social distancing. Everyone can contribute to the safety of our community. Think carefully about the need to be together. This is not a vacation; this is an extreme measure taken to ensure physical distancing so that the virus does not spread. Not being exposed to the virus is the best way to avoid getting sick and passing it on to others. Please refer to this CDC webpage for other disease prevention recommendations: https://www.cdc.gov/coronavirus/2019-ncov/about/prevention.html

Q. What resources are available for parents to manage stress during this time?

A. The CDC has provided the following resources for parents coping with stress.
https://www.cdc.gov/coronavirus/2019-

Additional hotlines:

Parental Stress Line - Parents Help Parents - available 24/7 in all languages: 24-7-1- 800.
Safelink - Domestic Violence Support and Resources in Massachusetts:
24/7 helpline: 877-785-2020
National Suicide Helpline: 1-800-273-8255, chat available here.
Disaster Relief Hotline, 1-800-985-5990, is a national 24/7, 24/7 emergency hotline for immediate crisis counseling for people experiencing emotional distress related to any natural or man-made disaster. disaster. This free, multilingual and confidential crisis support service is available to all residents of the United States and its territories. Stress, anxiety, and other depression-like symptoms are common reactions after a natural disaster. Call 7-365-1-800 or text TalkWithUs at 985 to contact a qualified crisis counselor.

A. Community Service Programs Children's Friends and Family Services is here to respond to the mental health and substance use needs of our communities during this stressful time. We understand that during this time, individuals and families will continue to experience behavioral health and social service needs and may experience increased distress and symptoms.

Community services that JRI continues to offer statewide:

Home Therapy (Intensive Family Intervention)
Outpatient therapy (individual, group, family or couple interventions)
Mentorship (individual therapeutic interventions and life skills development/coaching)
Home behavioral services and behavior monitoring
Family support and training from a family partner
Critical Care Coordination and Comprehensive Care Planning
Support and outreach to foster families (individual for DCF homes - DCF Referral)
Long Term Support Services - Case Management

If you or someone you know is in need, please visit the JRI website or contact our Community Services Navigator: Amy Cypher at 508-380-0273 or This email address is being protected from spambots. Bot, JavaScript enabled to view it..

Q. Is there help for families in need to buy groceries?

A. As soon as we become aware of the opportunities, we will post them below:

Current SNAP recipients may be eligible for a $50 voucher to support additional food purchases through a campaign hosted by Expensify.org. Information about their program can be found at: https://www.expensify.org/hunger
Also see Community Resources for information on food pantries.

Q: Where can I go for help if I am applying for unemployment benefits or how do I apply?

A. The Department of Unemployment Assistance (DUA) will hold daily virtual general meetings where they will walk people through the step-by-step process of obtaining a successful Unemployment Assistance claim and answer questions from claimants from across the Commonwealth. There will also be a virtual meeting in Spanish. Learn more at: https://www.mass.gov/forms/massachusetts-department-of-unemployment-assistance-dua-virtual-town-halls

Q.

A. Massachusetts residents who have lost their jobs and job-based health insurance can access health coverage through the state's Health Connector. Massachusetts residents can visit www.mahealthconnector.org to apply for coverage. ConnectorCare helps Massachusetts residents get affordable health insurance with low or no premiums, low copays, and no deductibles. This special registration period will last until May 25, 2020 .

Q: What resources are available to students and teachers to learn about the risks of Covid-19 in our community?

A. The Lawrence High School psychology team has provided the following resources for students and teachers to learn about the risk of Covid-19 in our community.

Student questions about COVID-19 (English version)
Student questions about COVID-19 (Spanish version)
Teacher COVID-19 Questions

Q.

A. Losing a loved one to COVID-19 is devastating enough, but the pandemic creates additional challenges for families and organizations coping with the loss.

That's why the Massachusetts Red Cross supports our Virtual Family Help Center, a support center with dedicated virtual programs, information, guidance, and support services. The hub will also connect people to other community resources provided by the Massachusetts Red Cross and other partners.

Many families have experienced disruption of the grieving and loss process due to COVID-19 related restrictions. To help, the Red Cross has created a virtual group of specially trained mental health, spiritual care and health care volunteers who:

Contact families by phone to offer condolences, support and access resources that may be available
Provide support for virtual memorial services for families, including liaison with local religious community partners.
Conduct online classes to build resilience and develop coping skills
Exchange of information and referrals to state and local authorities, as well as other public organizations, including legal resources on probate, guardianship, immigration or other matters.

All Family Help Center support will be provided virtually, completely confidential and free of charge.

VFAC MA Flyer (Spanish)

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Community Resources

Q. How can I find out about Covid-19 screening in our community?

General Hospital. Lawrence created a public screening line. You can get an assessment of your risk of contracting COVID-19, a possible need for testing, and recommendations for next steps. 978-946-8409

Q. Where can I get updates from the City of Lawrence?

A. City website is constantly updated with the latest information here.

Q. Does the City of Lawrence have additional food or food sources?

A. For more information on grocery store hours, grocery pantries and more, visit https://www.wearelawrence.org/coronavirus-food

LPS Free Breakfast & Lunch Sites Summer
Grab 'n Go Community Dinner Information

Check out Lawrence's list of resources for Grab n' Go food, grocery stores, groceries, and SNAP benefits.

FoodSource Hotline: 1-800-645-8333 and available in 160 different languages.

We are open from 8 am to 10 am, Mon-Fri and from 8 pm to 2 pm on Saturdays throughout the crisis.
We can also provide services to people with hearing impairments at TTY 1-800-377-1292.

For more information and hours visit www.projectbread.org/gethelp

Q. What resources are there for homeless students and families during this period?

A. The DESE Coordinator's Guide to Homeless Education includes:

While local chapters are currently closed to the public, shelter applications can be made by calling 1-866-584-0653.
Families must follow the shelter's quarantine/isolation rules if they go into effect.
Families do not have to worry about finding housing at this time. They can still apply for housing online and work with their managers over the phone.
DHCD will urge housing authorities to temporarily not take action against tenants who have doubled their household size. The Housing Courts are temporarily suspending eviction proceedings.

Q: Is there a community resource that updates support information in our community?

A: We Are Lawrence has a resources and education section dedicated to the coronavirus. This site will update resources on pantries, soup kitchens and more: https://www.wearelawrence.org/coronavirus

Q. How do I find out about my housing rights during the COVID-19 outbreak?

A. Northeast Legal Aid Flyer (Spanish)

Q. How can I find out about Social Security and SSI payments during Covid-19?

Social Security has prepared, and the IRS has made available this guide, Economic Impact Payments for Social Security and Social Security Recipients—Necessary Steps and Payment Schedule to help families with any questions or concerns they may have.

For more information, please visit : Social Security

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Internet Access

Q. I don't have internet. Can I get free or low-cost Internet access during the COVID-19 outbreak?

A. Comcast is offering free Internet access through Xfinity Hotspots for 60 days to all new families. The Internet Essentials program is generally available to all eligible low-income households in Comcast's service area for 9.95 dollars per month. If you don't want to continue after 60 free days, you will need to contact your provider to cancel. Please visit www.comcast.com for more information.

Q. Is there any deal to increase the data available to me?

A. Yes, most major wireless carriers such as AT&T, T-Mobile, Verizon, Sprint, Spectrum, MetroPCS, and others offer nationwide mobile hotspot included with some plans. You should check with your carrier to see if your data plan is eligible for this data service.

Q. What is a mobile hotspot?

A. A mobile hotspot is a dedicated wireless hotspot created by a dedicated hardware device or smartphone feature that shares your phone's cellular data with other devices such as Chromebooks, laptops, PCs, etc. Mobile hotspots are also known as portable hotspots.

Q. How do I use a mobile hotspot to connect to the Internet on my Chromebook?

A. When you have a mobile hotspot with your service, sharing your smartphone's internet with your Chromebook becomes a simple process.

Please follow the step by step instructions below:

On your smartphone, go to settings and enable Bluetooth
On a Chromebook, select your Wi-Fi network in the lower right corner.
In the Mobile data section, select your phone.
When you see Connected under your phone's name, your phone is using a data connection with your Chromebook and you're ready to go.

* To keep your phone's battery running smoothly, you can connect it with a USB cable and it will be powered by your Chromebook.

Q. I can't pay my phone or internet bill. Will my services be disabled during the COVID-19 pandemic?

A. No, the Federal Communications Commission (FCC) is working with internet and phone providers to ensure all of our families have access during the COVID-19 pandemic. However, you must take proactive action with your service provider. Learn more about what you need to do here:

For Comcast click on Xfinity
For Verizon, click on Verizon

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Revised retention policy for 2019-2020

Superintendent's Promotion and Retention Statement for 2019-20 School Year

Recognizing the traumatic impact of the coronavirus pandemic on our families and students, Lawrence Public Schools has temporarily suspended their promotion and retention policy for SY2019-twenty. All students will be promoted to the next grade for SY20-21, ensuring they are not penalized for lost learning and other consequences - social, emotional, physical and economic - caused by this pandemic.

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