Tag: Education

Incorporating AI to Address Mental Health Challenges in K-12 Students

The National Institute of Mental Health reported that 16.32% of youth (aged 12-17) in the District of Columbia (DC) experience at least one major depressive episode (MDE).
Although the prevalence of youth with MDE in DC is lower compared to some states, such as Oregon (where it reached 21.13%), it is important to address mental health challenges in youth early, as untreated mental health challenges can persist into adulthood. Further, the number of youths with MDE climbs nationally each year, including last year when it rose by almost 2% to approximately 300,000 youth.

It is important to note that there are programs specifically designed to help and treat youth that have experienced trauma and are living with mental health challenges. In DC, several mental health services and professional counseling services are available to residents. Most importantly, there is a broad reaching school-based mental health program that aims to provide a behavioral health expert in every school building. Additionally, on the DC government’s website, there is a list of mental health services programs available, which can be found here.

In conjunction with the mental health programs, early identification of students at risk for suicide, self-harm, and behavioral issues can help states, including DC, ensure access to mental health care and support for these young individuals. In response to the widespread youth mental health crisis, K-12 schools are employing the use of artificial intelligence (AI)-based tools to identify students at risk for suicide and self-harm. Through AI-based suicide risk monitoring, natural language processing, sentiment analysis, predictive models, early intervention, and surveillance and evaluation, AI is playing a crucial role in addressing the mental challenges faced by youth.

AI systems, developed by companies like Bark, Gaggle, and GoGuardian, aim to monitor students’ digital footprint through various data inputs, such as online interactions and behavioral patterns, for signs of distress or risk. These programs identify students who may be at risk for self-harm or suicide and alert the school and parents accordingly.

Proposals for using AI models to enhance mental health surveillance in school settings by implementing chat boxes to interact with students are being introduced. The chat box conversation logs serve as the source of raw data for the machine learning. According to Using AI for Mental Health Analysis and Prediction in School Surveys, existing survey results evaluated by health experts can be used to create a test dataset to validate the machine learning models. Supervised learning can then be deployed to classify specific behaviors and mental health patterns. However, there are concerns about how these programs work and what safeguards the companies have in place to protect youths’ data from being sold to other platforms. Additionally, there are concerns about whether these companies are complying with relevant laws (e.g., the Family Educational Rights and Privacy Act [FERPA]).

The University of Michigan identified AI technologies, such as natural language processing (NLP) and sentiment analysis, that can analyze user interactions, such as posts and comments, to identify signs of distress, anxiety, or depression. For example, Breathhh is an AI-powered Chrome extension designed to automatically deliver mental health exercises based on an individual’s web activity and online behaviors. By monitoring and analyzing the user’s interactions, the application can determine appropriate moments to present stress-relieving practices and strategies. Applications, like Breathhh, are just one example of personalized interventions designed by monitoring user interaction.

When using AI to address mental health concerns among K-12 students, policy implications must be carefully considered.

First, developers must obtain informed consent from students, parents, guardians, and all stakeholders before deploying such AI models. The use of AI models is always a topic of concern for policymakers because of the privacy concerns that come with it. To safely deploy AI models, there needs to be privacy protection policies in place to safeguard sensitive information from being improperly used. There is no comprehensive legislation that addresses those concerns either nationally or locally.
Second, developers also need to consider and factor in any bias engrained in their algorithm through data testing and regular monitoring of data output before it reaches the user. AI has the ability to detect early signs of mental health challenges. However, without such proper safeguards in place, we risk failing to protect students from being disproportionately impacted. When collected data reflects biases, it can lead to unfair treatment of certain groups. For youth, this can result in feelings of marginalization and adversely affect their mental health.
Effective policy considerations should encourage the use of AI models that will provide interpretable results, and policymakers need to understand how these decisions are made. Policies should outline how schools will respond to alerts generated by the system. A standard of care needs to be universally recognized, whether it be through policy or the companies’ internal safeguards. This standard of care should outline guidelines that address situations in which AI data output conflicts with human judgment.

Responsible AI implementation can enhance student well-being, but it requires careful evaluation to ensure students’ data is protected from potential harm. Moving forward, school leaders, policymakers, and technology developers need to consider the benefits and risks of AI-based mental health monitoring programs. Balancing the intended benefits while mitigating potential harms is crucial for student well-being.

© 2024 ArentFox Schiff LLP
by: David P. Grosso, Starshine S. Chun of ArentFox Schiff LLP

For more news on Artificial Intelligence and Mental Health, visit the NLR Communications, Media & Internet section.

School Law & Legislative Update: New Laws In Effect 2024

Act 24 of 2023:

Effective 11/06/2023. Adds Section 1302.1 to the Public School Code entitled “Military Child Advance Enrollment” to require schools to develop a policy on enrollment of students to allow a child whose parent or guardian is an active duty member of the armed forces and has received orders to transfer into or within the Commonwealth of Pennsylvania to enroll in the school district prior to establishing residency for purposes of Section 1302 upon providing a copy of the official military orders and proof of the parent/guardian’s intention to move into the school district. This proof may include a signed contract to purchase a home, a signed lease, or statement from the parent/guardian stating their intention to move into the school district.

Act 26 of 2023:

Effective 01/05/2024. Repeals section 1112 of the Public School Code that prohibits teachers from wearing any dress, mark emblem or insignia indicative of their faith or denomination. This Act was passed on November 6, 2023 and is effective in 60 days.

Act 33 of 2023:

Effective 12/13/2023. Omnibus amendments to the Public School Code of 1949 including the following provisions:

Read the entirety of Act 33 here.

HIGHLIGHTS INCLUDE:

• Added a new Article XII-B entitled “Educator Pipeline Support Grant Program.” This is a new program within the Pennsylvania Higher Education Assistance Agency (PHEAA) to awards grants to individuals who are seeking placement as student teachers. Ten million dollars is available for implementation of the program, and the minimum grant available to a student teacher is $10,000. An additional minimum grant of $5,000 is available to a student teacher who is student teaching in a school entity in an area that “attracts few student teachers” or that “has a high rate of open teaching positions.” In addition to the student teacher receiving a grant payment, the student teacher’s cooperating teacher shall also receive a minimum grant of $2,500, unless the cooperating teacher receives compensation from an institution of higher education for servicing as a cooperating teacher.

• Section 1302-C (relating to school safety) is amended to now require that when a school police officer is appointed by a court, the court order must be submitted to the School Safety and Security Committee established under Section 1302-B. In addition, a school that has previously applied to court to appoint a person to act as a school police officer prior to the effective date of this subsection is required, within 120 days of the effective date of this subsection, submit a copy of the court order relating to the appointment of each school police officer to the committee. This subsection takes effect immediately.

• Adding a new Article XXVI-L entitled “School environmental Repairs Program,” to provide for a restricted account in the Commonwealth general fund to provide grants for the abatement or remediation of environmental hazards in school buildings; PDE is to develop an application process for schools to apply for the grants; eligible projects include abatement or remediation of lead in water sources, asbestos and mold inside the school building; the school must have a local match of at least 50% of the total cost of all the projects listed in its application; the local match may come from any non-state source funding, including federal and local donations, and the local match must be documented as part of the application.

Act 35 of 2023:

Effective 12/13/2023. Omnibus amendments to the Public School Code of 1949 including the following:

Read the entirety of Act 35 here.

HIGHLIGHTS INCLUDE:

• Section 130 is added to include a new section entitled “Public Job Posting Database” which is a public database to be established and maintained by PDE for both public and nonpublic schools to voluntarily advertise job vacancies.

• Section 131 is added to include a requirement that school entities, which includes charter schools, to submit information about instructional vacancies to PDE by August 31, 2024. The information required to be submitted includes the total budgeted number of instructional employees and vacancies included in the final adopted budget; and the quarterly average number of instructional vacancies had by the school during the school year. This information is to be posted on PDE’s website.

Act 52 of 2023:

Effective 12/14/2023 (see note about retroactivity). Adds a new Section 1525.1 to the Public School Code of 1949 entitled “Calculation of Average Daily Membership for a Dual Credit Course.” This section provides that a high school student who is enrolled in a dual credit course may be included in the school entity’s average daily membership.
This section shall apply retroactively to July 1, 2023.

Act 55 of 2023:

Effective 02/12/2024. Amends Section 1403 of the Public School Code of 1949 to provide for dental screenings by a school dentist or public health dental hygiene practitioner (previously only permitted dental examinations by a dentist).

Act 56 of 2023:

Effective 12/14/2023. Adds a new Section 103 to the Public School Code of 1949 entitled “Minimum Number of Days or Hours.” Provides that beginning in the 2023-2024 school year, a school entity is required to provide a minimum of 180 days or instruction OR 900 hours of instruction at the elementary level or nine hundred ninety (990) hours of instruction at the secondary level. This section does not preempt or supersede a collective bargaining agreement that was entered into prior to the effective date of this section. This Act is effective immediately. (Previously the requirement was 180 days AND the hours requirement). Note, However, That This Section Appears To Not Be Applicable To Charter Schools.

©2024 Strassburger McKenna Gutnick & Gefsky
For more news on 2024 Updates to the Public School Code, visit the NLR Public Education & Services section.

All Federal Research Agencies to Update Public Access Policies

On 25 August 2022, the Office of Science and Technology Policy (OSTP) released a guidance memorandum instructing federal agencies with research and development expenditures to update their public access policies. Notably, OSTP is retracting prior guidance that gave discretion to agencies to allow a 12-month embargo on the free and public release of peer-reviewed publications, so that federal funded research results will be timely and equitably available at no cost. The memo also directs affected agencies to develop policies that:

  1. Ensure public access to scientific data, even if not associated with peer-reviewed publications;
  2. Ensure scientific and research integrity in the agency’s public access by requiring publication of the metadata, including the unique digital persistent identifier; and
  3. Coordinate with OSTP to ensure equitable delivery of federally funded research results and data.

KEY COMPONENTS OF GUIDANCE:

Updating Public Access Policies

Federal agencies will need to develop new, or update existing, public access plans, and submit them to OSTP and the Office of Management and Budget (OMB). Deadlines for submission are within 180 days for federal agencies with more than US$100 million in annual research and development expenditures, and within 360 days for those with less than US$100 million in expenditures.

Agencies will need to ensure that any peer-reviewed scholarly publication is free and available by default in agency-designated repositories without any embargo or delay following publication. Similarly, OSTP expects the access polices to address publication of any other federally funded scientific data, even if not associated with peer-reviewed scholarly publications. As a concession, federal agencies are being asked to allow researchers to include the “reasonable publication costs and costs associated with submission, curation, management of data, and special handling instructions as allowable expenses in all research budgets.1”

Ensuring Scientific Integrity

To strengthen trust in governmentally funded research, the new or updated policies must transparently communicate information designed to promote OSTP’s research integrity goals. Accordingly, agencies are instructed to collect and make appropriate metadata available in their public access repositories, including (i) all author and co-author names, affiliations, and source of funding, referencing their digital persistent identifiers, as appropriate; (ii) date of publication; and (iii) a unique digital persistent identifier for research output. Agencies should submit to OSTP and OMB (by 31 December 2024) a second update to their policies specifying the approaches taken to implement this transparency, and publish such policy updates by 31 December 2026, with an effective date no later than one year after publication of the updated plan.

IMPLICATIONS FOR THE NATIONAL INSTITUTES OF HEALTH (NIH), OTHER FEDERAL AGENCIES, AND THEIR GRANTEES

The NIH is expected to update its Public Access Policy, potentially along with its Data Management and Sharing Policy to conform with the new OSTP guidance. Universities, academic medical centers, research institutes, and federally funded investigators should monitor agency publications of draft and revised policies in order to update their processes to ensure continued compliance.

In doing so, affected stakeholders may want to consider and comment to relevant federal agencies on the following issues in their respective public access policy development:

  • Federal agency security practices to prevent foreign misappropriation of research data;
  • Implications for research misconduct investigations and research integrity;
  • Any intellectual property considerations without a 12-month embargo, especially to the extent this captures scientific data not yet published in a peer-review journal; and
  • Costs allowable research budgets to support these data management and submission expectations.

1 Office of Science and Technology Policy, Memorandum for the Heads of Executive Departments and Agencies: Ensuring Free, Immediate, and Equitable Access to Federally Funded Research at p. 5 (25 August 2022) available at https://www.whitehouse.gov/wp-content/uploads/2022/08/08-2022-OSTP-Public-Access-Memo.pdf

Article By Cindy L. Ortega Ramos and Rebecca M. Schaefer of K&L Gates

For more administrative and regulatory legal news, click here to visit the National Law Review.

Copyright 2022 K & L Gates

Is Your School District Ready for the Next Round of Cyber Attacks?

It isn’t if, but when, the next round of cyber-attacks will happen. One common type of cyber-attack that schools face is ransomware, where a hacker takes over a school district’s computer systems and holds the systems “hostage” until the district pays a ransom or can restore the system on its own. Restoration for some districts can be nearly impossible.

Like any other multi-million-dollar organization with sensitive data, schools are unfortunately natural targets for cyber-attacks. Per one leading anti-malware provider, in 2021 alone, 62 school districts and 26 colleges and universities were impacted by ransomware. These attacks disrupted learning at 1,043 individual schools. The recovery costs following an attack can be very significant. For example, Baltimore County Public Schools spent more than $8.1 million on recovery after an attack at the end of 2019.

And it isn’t just the ransom amounts that can be frightening. Public concern over compromised data security, feelings of invasion of privacy, and negative public perception can also pose real and significant consequences for school districts. Imagine the response of a guardian or parent who receives notice that his or her student’s personal information has been compromised. The inability to access necessary computer or network systems may also require schools to close and disrupt both short- and long-term operations. In 2021, on average, a school in the United States experienced seven days of downtime following a cyber-attack before resuming educational operations, and significant additional time was required to fully recover from the attack.

Why Are Schools Attractive Targets?

School districts are appealing targets for two main reasons: (1) school districts often have one of the largest budgets in the community, making them an appealing financial target; and (2) the data school districts store includes highly-sensitive student and employee personal information, including Social Security numbers, health information, and other pupil data. This information can be a gold mine to cyber criminals who are interested in identify theft or simply extorting money from a school district.

What Should School Districts Do?

School district administration should embrace cybersecurity best practices to protect their schools from cyber-attacks. This requires administrators to review current practices and thereafter remain vigilant in conducting an ongoing review of such practices. Here are a few things school districts can do to help protect themselves:

  • Develop a communication plan. Time is critical when a cyber-attack occurs. It is essential that you are ready to address guardians and parents, the media, and the community, and to work with your insurers and law enforcement immediately when an attack happens. Different laws require notice to individuals affected by privacy breaches. Your district should pre-emptively develop a communication plan so it is immediately ready to address required stakeholders. This communication plan should be routinely discussed with relevant administrators and employees.
  • Update Systems. Network users should apply software patches and updates as soon as possible. Hackers often exploit systems that don’t timely install patches and updates.
  • Create a strong password policy. Password policies must require users to update in regular intervals and integrate best practices, including passphrases, sequences and having different passwords for multiple accounts.
  • Purge outdated technology. Schools may hang on to older devices due to budget constraints. However, older devices may not be as secure as newer systems.
  • Implement multi-factor authentication to protect network access.

Some tips to help districts recover more quickly include:

  • Back up essential data frequently. The ability to restore data is a significant factor in determining whether a school district should pay a ransom.
  • Train employees. Train staff to recognize phishing emails and other types of cyber-attacks.
  • Develop a cyber-attack response plan. Schools should work with their IT staff, IT providers and legal counsel to pre-emptively develop a plan to handle varying cyber-attacks and return to normal operations.
  • Evaluate cyber liability insurance coverage. Based on publicly available information, ransom demands vary dramatically: as low as $10,000 to millions of dollars.
  • Stay in close contact with experienced legal counsel. To the extent protected personal information was accessed or taken, notification to the victims and, in some states, notification to data protection authorities may be required. Legal counsel familiar with these situations help coordinate communication with law enforcement and communication with staff, students, and the public. Legal counsel also communicates with the threat actors, coordinates with your insurance company, and assists with records requests that may come in post-attack.

Most importantly, school districts should engage with their insurance agent, legal counsel and IT staff now to develop and gain a mutual understanding of the process that will be followed at the time of a cyber-attack, as well as best practices that are to currently be utilized by district employees and officials. These pre-emptive, relationship-building opportunities may expose vulnerabilities and will best prepare your district for a cyber-attack. A proactive approach may also help your district avoid an attack altogether or, at a minimum, reduce the damage.

©2022 von Briesen & Roper, s.c
For more about education, visit the NLR Public Education & Services section.

You Streamed What? Copyright Infringement Pitfalls During COVID-19

In the sudden transition from in-person to online presentation of content precipitated by the COVID-19 stay-at-home orders, some educators and other presenters have run headlong into the digital world without a thought to the application of copyright law to their online presentations.  Scrambling to provide content, did some consider the sufficiency of their internet bandwidth and the security of their video-conferencing platform while overlooking copyright infringement issues?  Caution.  Those office webinars, college lectures, music lessons, and club meetings can be fraught with legal pitfalls.

Although we are slowly emerging from our bunkers and cautiously lifting our masks while maintaining social distance, some have predicted that online meetings and classes are here to stay—at least in some form.  Thus, these copyright infringement pitfalls merit consideration.  Granted, any attempt to treat this matter comprehensively in a 1500 word article is a fool’s errand.  And when it comes to these highly fact-specific matters, there’s no substitute for an attorney’s legal advice.  But some basic education on copyright law and some understanding of the distinctions between copyright as applied to education versus other areas might assist those unaccustomed to the online stage from stumbling into a battle over copyright infringement.

What is Protected by Copyright?

A copyright is a collection of rights that protect original works of authorship.  These works can include literary, dramatic, musical and artistic works.  A copyright does not protect facts, ideas, systems or methods of operation, although it may protect the way these things are expressed.  In general, a copyright exists from the moment the work is created and fixed in tangible form.  Registering does not create the copyright; but registering the copyright allows the owner to bring a lawsuit to enforce it and bears on the recovery that a copyright owner can obtain in the lawsuit.  Similarly, under the current law, neither the “©” symbol nor any other marking on an original work of authorship creates the copyright; but the copyright symbol or other marking can put the public on notice that the copyright owner claims his copyright.

What is in the Public Domain?

Works in the “public domain” can be copied.  These fall generally into three categories.

  • Works deliberately dedicated to the public without copyright protection.
  • Works for which the copyright has expired.
  • Works for which the copyright was not renewed.

The changes in the copyright legislation over the course of the past 40 years have made the rules about copyright expiration and renewal somewhat complex.  As of 2020, however, works published before January 1, 1925, entered the public domain.

What About Fair Use?

Most educators and presenters have some familiarity with the “fair use doctrine,” a defense to what is indisputably copying of an original work.  While some librarians have signed the “Public Statement:  Fair Use & Emergency Remote Teaching & Research” in which they boldly state that “making materials available and accessible to students in this time of crisis will almost always be a fair use”, as yet no legislature or court has carved out a “COVID-19” addendum or even a “public health emergency” addendum to the fair use doctrine.  Nevertheless, the fair use doctrine can provide a defense to presenters who exercise a modicum of discretion.

In considering an infringer’s reliance on the fair use doctrine as a defense to copyright infringement, courts consider the use made of the work in light of four factors:

1)   the purpose and character of the use, including whether the use is commercial or is for nonprofit educational purposes;

2)   the nature of the copyrighted work;

3)   the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and

4)   the effect of the use upon the potential market for or value of the copyrighted work.

Consideration of these factors is highly subjective and fact-sensitive.  The first factor, besides asking whether the use is commercial or educational, looks at the purpose of the use.  Educational as opposed to commercial uses are favored.  But contrary to popular belief, educational use alone will not suffice as a defense to copyright infringement.  Generally, whether the use is commercial or educational, there must be something “transformative” about the use.  In other words, is there something new created?  Does the new work offer a new expression, meaning or message?  Is it serving as raw material for a new expression or insight?  In the education context, is the instructor adding something new such as commentary?  Is he tying the work into his own lesson or is he just using the work to replace his lesson?

While the first factor is often considered the “heart” of the fair use analysis, the other factors matter too.  Consider the second factor.  Is the original work creative or just an arrangement of facts?  Fair use has a broader scope where the original work is factual or informational.  Is it published or unpublished?  Greater latitude is afforded the alleged infringer claiming fair use where the work is published.

But even if the work is published, the third factor considers the portion used—in a quantitative as well as a qualitative sense.  Is the portion used a paragraph or several chapters?  The fair use defense will more likely shield copying a small portion of a work than a large section.  Despite efforts by advocates, courts have refused to specifically quantify how much is too much.  Furthermore, if a copier carves out the most memorable portion of the work, the “heart” of the work, no matter how small, fair use will offer no sanctuary—except in parody.  Where the new work is a parody of the original, the court has recognized that it is the heart of the work at which the parody takes aim.

Finally, how does the copied work impact the potential market for the original? If the copied work undermines the current or potential market for the original work, then this will undermine the use of the fair use doctrine as a defense.

In the education context, Congress has carved out some specific ways in which instructors can circumvent infringement.  House Report No. 94-1476, 94th Cong., 2d Sess. (1976) includes the Agreement on Guidelines for Classroom Copying in Not-For-Profit Educational Institutions (p.6).  Single copying of a chapter from a book or an article from a periodical, a chart or cartoon for use in teaching or preparing to teach, for example is considered fair use under the guidelines.  Multiple copying for the use of pupils in a class is similarly fair use where the copying meets tests of brevity and spontaneity (as defined in the guidelines), meets the cumulative effect test (as defined in the guidelines), and each copy includes a notice of copyright.  But copying cannot be used to replace anthologies or to replace books intended to be “consumable.”  Specific guidelines apply to music.  While there may be instances in which copying does not fall within the protection of the guidelines but nevertheless is permitted under the fair use criteria, compliance with the guidelines offers a safe harbor for educators.

Outside of this safe harbor, presenters employing copied works must navigate the more uncertain waters of fair use and consider other ways to avoid infringement.  But be forewarned that mere acknowledgement of the source material, while perhaps one factor to be considered in a fair use determination, will not absolve a copier for infringement.  Likewise, a disclaimer—effectively a “No Infringement Intended” notice—won’t work.

How Does the TEACH Act Apply in the Online Classroom?

Addressing more specifically the online environment for education, the Technology, Education, and Copyright Harmonization Act of 2002, better known as the TEACH Act, addresses digital teaching materials used in both the classroom and in distance learning settings in 17 USC § 110(2).  This exempts from infringement certain performances and displays of works in an online classroom transmission under certain conditions.

What can be transmitted?

  • Performance of a nondramatic literary or musical work.
  • Performance of reasonable and limited portions of any other work.
  • Display of a work in an amount comparable to what would typically be displayed in the course of a live classroom session.

Under what conditions?

  • The transmission is under the actual supervision of an instructor.
  • The transmission is part of the instructional activities of the institution.
  • The work is related to the teaching content of the transmission.
  • The transmission is made solely for and is limited to the students officially enrolled in the course (as much as is technologically feasible).

What is not authorized?

  • Use of pirated copies.
  • Use of works normally marketed primarily for performance or display as part of online instructional activities.
  • Conversion of print versions of works to digital formats unless there is no digital version available, and even then, conversion is limited to the portions authorized by the size restrictions in the Act.

In order for an instructor to rely on the provisions of the Act, the institution must comply with certain requirements regarding policies and education of faculty and students and application of technological measures to reasonably prevent retention of the works by recipients of the transmission or further dissemination.  Posting class lectures that include copyrighted works on YouTube won’t qualify.

What about showing films?  In the face-to-face environment of a brick and mortar classroom, showing an entire film, video or TV program for educational purposes is allowed (17 U.S.C. § 110(1)), but not when the classroom goes virtual.  Showing portions of a film in an online classroom, may be considered fair use depending on how much of the film is shown and for what purpose.  If fair use does not apply and if the film is not in the public domain, however, students should view the film through a licensed streaming film provider.

What About Licenses and Releases?

Obtaining an author’s permission to use his work obviates the need to engage in the fair use or other analyses described above.  Whether the permission takes the form of a license (permission to use the work) or a release (promise not to sue for unauthorized use), however, many licenses and releases are limited to in-person presentation or distribution and do not extend to online presentation or distribution.  Presenters must carefully consider the scope of permission granted by a license or permission.

In the COVID-19 world, some publishers are offering educators temporary expanded permissions.  The key words here are “educators” and “temporary.”  These permissions do not extend to non-educators, and they are provisional.  Once the days of stay-at-home orders end, educators cannot assume that they can use the same works in the same way online.  In addition, the use of these expanded permissions comes with strings attached.  There are certain requirements that the publishers impose on the user.

Some creators offer their work through Creative Commons licenses.  These give creators standardized ways to grant the public permission to use their work.  Again, however, a user of a work offered under a Creative Commons license should carefully consider the scope of the permission granted.  Not all Creative Commons licenses allow the same types of use.

Obtaining permission to use works may seem daunting, but there are various organizations available online that streamline the process.  The Copyright Alliance offers a list of resources to assist those seeking licenses for works such as literary publications, music, photographs, software and motion pictures.

Conclusion

When it comes to copyright and online meetings, many well-meaning and well-educated people don’t know what they don’t know—until they do.  Unfortunately, that epiphany sometimes comes in the form of a takedown notice or a demand letter.  Thus, presenters would be well advised to evaluate their use of another’s work before posting, streaming, sharing or tweeting.

Copyright 2020 Summa PLLC All Rights Reserved

Secretary DeVos Rejects Calls for Waivers – School Districts Must Comply with IDEA and Section 504

In the Coronavirus Aid, Relief, and Economic Security Act (CARES Act), Congress – among other things – directed U.S. Secretary of Education Betsy DeVos to report regarding waivers of children’s rights under the IDEA and Section 504 of the Rehabilitation Act. On April 27, DeVos announced she would not recommend that Congress pass any additional waivers concerning the requirements in those acts.

According to the announcement (available here), the secretary determined there is no reason a student’s access to FAPE cannot continue online, through distance education, or other alternatives. She did request that Congress consider additional flexibilities on administrative requirements under the Perkins Act, the Rehabilitation Act of 1973, and the IDEA (the full report containing the list of waivers is available here).

The importance of this announcement is that schools must continue to provide a FAPE to students in the least restrictive environment even during the current pandemic. Also, without a wholescale waiver, schools should anticipate continuing to hold timely IEP and 504 Team meetings and as stated by the secretary, provide for students’ needs online, through distance education, or other alternative means.

© 2020 Dinsmore & Shohl LLP. All rights reserved.

For more education news, see the National Law Review Public Education and Services law section.

Class Actions Follow Universities’ Moves to Online Learning

After switching to online learning in response to the COVID-19 pandemic and sending students home, colleges and universities are beginning to face class action lawsuits seeking refunds of tuition, housing costs, meal plans, and fees. One such lawsuit is Church v. Purdue University, No. 4:20-CV-0025, in the U.S. District Court for the Northern District of Indiana.

The lawsuit asserts contract and unjust enrichment claims for three general classes, seeking partial reimbursement for: (1) tuition; (2) housing; and (3) meals and fees. Among the many important issues will be whether the damages are so individualized that they are not susceptible to class-wide proof. If so, they would predominate over common, class-wide issues and prevent class certification. The Church complaint, for example, acknowledges that the diminished value may vary for each student. It alleges that academic performance drops from online learning and the adverse effects hit lower ranked students progressively more harshly. Also, the named plaintiff is an engineering senior who is missing out on his senior project of building an airplane. Many other students will have similar stories, but they each will be unique. These and other problems will be a struggle for plaintiffs as they seek to find a class-wide damages model for some or all of the sub-classes they seek to represent.

These suits also may entail issues arising from recent federal legislation enacted to combat the economic fallout from COVID-19, as well as issues regarding financial aid.

These damage issues will be hotly litigated as these cases face motions to dismiss and oppositions to class certification.

© 2020, Ogletree, Deakins, Nash, Smoak & Stewart, P.C., All Rights Reserved.

For more litigation resulting from COVID-19, see the National Law Review Coronavirus News page.

High School Female Athletes Fail to Score on Class Certification

The U.S. District Court for the District of Hawaii recently denied female student-athletes’ motion for class certification under Title IX even though it rejected the defendants’ attacks on mootness and standing as well as Rule 23(a)’s requirements for commonality, typicality, and adequacy. Instead, the court found that the proposed class failed to satisfy the numerosity requirement that joinder would be impracticable.

The underlying case centered on Title IX allegations by female athletes at James Campbell High against defendants Hawaii State Department of Education and the Oahu Interscholastic Association. The athletes claimed that the defendants violated Title IX by failing to take remedial actions to meet Title IX’s anti-discrimination provisions and failed to provide Campbell female athletes with equivalent, athletic-participation opportunities. The athletes’ motion proposed the following class: “All present and future James Campbell High School female students and potential students who participate, seek to participate, and/or were deterred from participating in athletics at Campbell.” The plaintiffs alleged that the defendants’ records showed 366 Campbell female student-athletes in the 2018–2019 school year alone.

The court first addressed the issue of mootness after the defendants argued that two of the named plaintiffs had already graduated. The court found, however, that those athletes’ claims fit under the “inherently transitory” exception to mootness, given the necessarily finite duration of a high school student’s time as a student-athlete and the potential for repetition of the claims from similarly situated students.

The court next addressed the defendants’ argument that the named plaintiff — a ninth-grade water polo player — did not have standing because the water polo season had not yet begun at the time the motion was filed, and thus she had yet to experience the alleged discriminatory conduct. The court found that the defendants’ argument was erroneously narrow-focused and that the ninth-grade athletes had allegedly experienced discriminatory events generally suffered by the female student-athlete populations, which would apply even if a particular student’s athletic season had not yet started. Specifically, those student-athletes are forced to make plans around a discriminatory sports schedule or are exposed to a lack of publicity for female athletics programs, which are the types of harm that Title IX was implemented to prevent and remedy.

The court then turned its focus to Rule 23(a)’s requirements. While the court found that the athletes satisfied the commonality, typicality, and adequacy requirements, the court’s decision ultimately depended on the athletes’ inability to satisfy the numerosity requirement. Although the defendants did not appear to challenge numerosity, including that the class exceeded 300 members, the court found that the athletes had failed to demonstrate that joinder was impracticable and that the future members of the proposed class were reasonably identifiable. The court observed that the proposed class members were limited to the female population from a single high school and were geographically tied to one area of Hawaii and identifiable through school and athletic records. Thus, the court held that joinder of the current students within the class in a single lawsuit was not impracticable. The court also found that, with regard to the future and potential students, those subgroups were not reasonably identifiable and, thus, would not be considered in any numerosity determination.

As uncommon as it may be for a class of more than 300 members to fail the numerosity requirement of Rule 23(a), any case can offer distinct circumstances that allow a court to reject an otherwise presumed, accepted argument. The unique geographic facts here were sufficient for this court to reject certification. Ultimately, the facts always matter.

A.B. v. Haw. State Dep’t of Educ., Civ. No. 1:18-cv-00477 (D. Haw. Dec. 31, 2019).

©2011-2020 Carlton Fields, P.A.

For more on Title IX issues, see the National Law Review Public Education & Services section.

Important Differences Between Federal and Private Student Loans

Student loan borrowers commonly wonder whether they should refinance federal loans into private loans. There are many factors to consider in the case of federal loans, such as interest subsidies and possible forgiveness (but often with income tax consequences) paired with interest rates that are often lower in the case of private loans. Knowing the differences between federal and private student loans is imperative when making this decision.

Most notably, federal student loans are generally forgiven upon death whereas private lenders will pursue an estate for amounts owed by deceased borrowers.

Before refinancing your federal student loans into private ones, consider the cost of the extra life insurance you will need to purchase to cover the debt and, if you have already refinanced, be sure that your insurance coverage is adequate so that amounts intended for your family do not instead pay back creditors. When planning for federal student loan forgiveness, do not forget to account for any associated cancellation of debt income and purchase adequate insurance to cover the anticipated tax burden. The income tax on cancellation of debt income regarding federal student loans forgiven due to death was eliminated by the 2017 Tax Cuts and Jobs Act but this change is set to expire at the end of 2025 unless extended by Congress.

Similarly, consider any federal interest subsidies that may be available before refinancing. In some cases, the offset of the federal interest subsidy combined with the cost of the additional life insurance needed to cover the private loan debt makes refinancing a disadvantageous move.

In all cases, be sure to discuss the extent and type of your student loan debt and your repayment plan with your estate planning attorney. Planning for federal student loans is notoriously difficult because they are a moving target. The rules surrounding forgiveness, associated income tax consequences, repayment plans and interest subsidies can be changed at any time by any administration. Until a borrower’s loans are actually forgiven or paid off, the rules may be changed in the middle of the game which can make planning very dynamic. It is imperative to monitor the laws surrounding student loans and how they may affect repayment options, forgiveness options and associated income tax consequences.

© 2019 Varnum LLP

ARTICLE BY Rebecca K. Wrock of Varnum LLP.

Trump Administration to Discharge the Federal Student Loan Debt of Totally and Permanently Disabled Veterans

On August 21, 2019, President Trump signed a Presidential Memorandum that streamlines the process by which totally and permanently disabled veterans can discharge their Federal student loans (Federal Family Education Loan Program loans, William D. Ford Federal Direct Loan Program loans, and Federal Perkins Loans).  Through the revamped process, veterans will be able to have their Federal student loan debt discharged more quickly and with less burden.

Under federal law, borrowers who have been determined by the Secretary of Veterans Affairs to be unemployable due to a service-connected condition and who provide documentation of that determination to the Secretary of Education are entitled to the discharge of such debt.  For the last decade, veterans seeking loan discharges have been required to submit an application to the Secretary of Education with proof of their disabilities obtained from the Department of Veterans Affairs.  Only half of the approximately 50,000 totally and permanently disabled veterans who qualify for the discharge of their Federal student loan debt have availed themselves of the benefits provided to them.

The Memorandum directs the Secretary of Education to develop as soon as practicable a process, consistent with applicable law, to facilitate the swift and effective discharge of applicable debt.  In response, the Department of Education has said that it will be reaching out to more than 25,000 eligible veterans.  Veterans will still have the right to weigh their options and to decline Federal student loan discharge within 60 days of notification of their eligibility.  Veterans may elect to decline loan relief either because of potential tax liability in some states, or because receiving loan relief could make it more difficult to take future student loans.  Eligible veterans who do not opt out will have their remaining Federal student loan debt discharged.

Copyright © by Ballard Spahr LLP
Article by Stacy H. Rubin of Ballard Spahr LLP.
For more veteran’s affairs, see the National Law Review Government Contracts, Maritime & Military Law page.