Lesson 6: What can your family see in your college records? Educator guide
Rafa’s parents help pay his college bill, and a family-access form asks whether they should also get information about his grades.
- Grades 6–12 and college
- 45-minute lesson
- 2 evidence documents
- Lesson 6 of 20

Content note
This case is about private records. No student should share their own grades, forms, records or family finances, so keep the discussion on Rafa’s situation.
Overview
Students read about Rafa, an 18-year-old in his first year of college whose family wants to help pay tuition and asks for his login. They read an access form, a college FERPA notice and summaries of federal guidance, then sort billing access from access to grades. They then write the question Rafa could send the records office and the smallest access that would help his family.
Key terms
- FERPA
FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records. En español: FERPA (Ley de Derechos Educativos y Privacidad de la Familia)
In this case: Rafa is 18 and in college, so under the general rule the FERPA rights to his records are his, not his parents’.
- Education record
An education record is a record directly about a student that a school or college keeps. En español: expediente educativo
In this case: Rafa’s grades and schedule are education records. Section 2 of his form asks whether his parents may receive information about his grades.
- Consent
Consent is permission a person gives for something specific, such as sharing a record with a named person. En español: consentimiento
In this case: Rafa’s form asks for consent in two separate sections, one for billing and one for grades. He can say yes to one and no to the other.
Where this example applies
United States. Federal education privacy.
Questions students ask
What should I ask my school?
Ask which record would be shared, who would receive it, and what consent or exception authorizes the disclosure. Your school’s FERPA notice is a useful starting point.
Does this also explain an app’s privacy policy?
No. This case concerns education records and FERPA. Other privacy questions depend on who holds the information, how it is used, and which rules apply.
Grade levels, subjects and time
- Grade levels
- 6–12, plus college and community groups.
- Subjects
- English language arts; also law.
- Time
- 45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.
Learning objectives
Students will be able to:
- explain who holds FERPA rights for a college student and when those rights transfer;
- separate permission to pay a bill from permission to see grades;
- write a question to a records office that names the record, the person and the permission.
What students should already be able to do
The student edition for each grade band assumes students can already:
- Grades 6–8
- find a detail in a short text and point to it; put three events on a timeline in order; write a complete sentence that answers a question.
- Grades 9–10
- summarize a short source accurately; tell a general rule from an exception; write a short guide for a named reader.
- Grades 11–12
- compare two options using the same criteria; explain a general rule and its exceptions; write a recommendation with reasons and limits.
- College and community
- summarize an official source accurately; write for two audiences at once; label a source as fictional or real.
Skills, terms and roles
New skill
Read a form section by section before you sign
Separate a form into its parts, then decide each part on its own instead of signing the whole thing at once.
Key terms
- New in this case
- FERPA, Education record, Consent
- From earlier cases
- Decision-maker (Lesson 4)
Character spotlight
Rafa leads. Rafa is a first-year commuter who helps at his family’s shop. He wants his parents’ help with the bill and time to talk before he shares his grades.
- Caio: He is the oldest in the crew and reads the form with Rafa, not for him.
The student’s role
You’re the one who reads each box on the form before Rafa signs.
Materials
- The student page for Lesson 6: What can your family see in your college records?. Students read the case, look at the evidence and write their response there.
- The evidence handout below: 2 documents, one copy per pair.
- The student edition for your grade band, printed or on screen. See printable pages by grade band.
Evidence handout
Evidence A College form
Parent and family access authorization, mailed to Rafa on October 5
Section 1, Billing and payments: allow the person named below to view account statements and make payments. Yes or No. Section 2, Academic records: allow the person named below to receive information about grades, enrollment and academic standing. Yes or No. Section 3: this authorization stays in effect until the student changes or withdraws it in writing.
What it shows: Billing and grades are two separate choices. Each section has its own yes-or-no box.
What it leaves out: What the college may share without Rafa’s permission, and where he sends a written change.
Ask: Which section covers billing, and which covers grades? Circle each yes-or-no box.
Evidence B College notice
Annual FERPA notice on the registrar’s page
Students have the right to inspect their education records, to request corrections and to consent to disclosures, except where the law allows disclosure without consent. Questions go to the Office of the Registrar.
What it shows: At college, the rights belong to the student. The law allows some sharing without consent.
What it leaves out: Which exceptions this college uses, and whether any of them fit Rafa.
Ask: Which phrase tells you the law has exceptions? Underline it.
Printable pages by grade band
Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.
| Grade band | Educator pages | Student pages |
|---|---|---|
| Grades 6–8 | Open on screen Print this case Download PDF, 557 KB | Open on screen Print this case Download fillable PDF, 438 KB |
| Grades 9–10 | Open on screen Print this case Download PDF, 575 KB | Open on screen Print this case Download fillable PDF, 450 KB |
| Grades 11–12 | Open on screen Print this case Download PDF, 444 KB | Open on screen Print this case Download fillable PDF, 469 KB |
| College and community | Open on screen Print this case Download PDF, 590 KB | Open on screen Print this case Download fillable PDF, 463 KB |
Real news and research for this case
These news stories and studies are real. Each link opens the original in a new tab.
Real source Video U.S. Department of Education (YouTube) November 7, 2013
Student Privacy 101: FERPA for Parents and Students
The Education Department’s own short explainer of FERPA rights and when they move from parents to students.
Watch on YouTube (opens in a new tab)Real source Government source U.S. Department of Education, Student Privacy Policy Office March 8, 2023
An Eligible Student Guide to the Family Educational Rights and Privacy Act (FERPA)
A plain guide written for students 18 and older about consent, access and the exceptions to it.
Read on studentprivacy.ed.gov (opens in a new tab)More news and research (3)
Real source News Education Week January 9, 2025
What Schools Should Know About the PowerSchool Data Breach
A real breach exposed millions of student records, showing why rules about who holds and sees records matter.
Read on edweek.org (opens in a new tab)Real source News Chalkbeat December 13, 2024
AI presents explosive risks to student data privacy. These educators want to defuse them.
New classroom tools raise the same question as the case: who is allowed to see student information?
Read on chalkbeat.org (opens in a new tab)Real source News The Markup January 15, 2022
The Big Business of Tracking and Profiling Students
Reporting on how school software companies can get access to student data, and where FERPA’s protections run out.
Read on themarkup.org (opens in a new tab)Links checked September 24, 2026.
Professional standards
Many professions publish a code of ethics. These parts of real codes apply to this case.
Real source American Association of Collegiate Registrars and Admissions Officers (AACRAO) 2010
AACRAO Ethics and Practice: Standards of professional practice
Protect the legitimate privacy interests of all individuals and maintain appropriate confidentiality of institutional and student education records
In plain words: College registrars who belong to AACRAO agree to protect students' privacy and keep education records confidential.
Ask: Rafa's form separates billing from grades. What would the registrar need before sharing his grades with his parents?
Sample answers
- Grades 6–8
- The registrar would need Rafa to check yes in Section 2, the grades section.
- Grades 9–10
- Before sharing grades, the registrar would need Rafa’s written consent in Section 2. Saying yes to billing is not enough.
- Grades 11–12
- The registrar would need Rafa’s consent in Section 2, unless a FERPA exception applies, such as tax dependency. Even then, sharing is allowed, not required.
Real source American Association of Collegiate Registrars and Admissions Officers (AACRAO) 2010
AACRAO Ethics and Practice: Principles of professional ethics
Dispense complete, accurate, understandable, and truthful information and advice at all times.
In plain words: AACRAO members also agree to give students clear, accurate and truthful answers.
Ask: Rafa will ask what is shared, with whom and how to change his mind. What would clear answers look like?
Sample answers
- Grades 6–8
- A clear answer would say which record, which person and how Rafa can change his mind.
- Grades 9–10
- A clear answer would name the record, the person who gets it, and where Rafa sends a written change.
- Grades 11–12
- A complete answer would name the record, the recipient, any exception that still applies, and the office that accepts a written change.
Real source National Communication Association (NCA) 2024
Credo for Ethical Communication: “We advocate sharing information, opinions, and feelings…” (one of nine unnumbered principles)
We advocate sharing information, opinions, and feelings when facing significant decisions, while also respecting privacy and confidentiality.
In plain words: NCA members support open talk before big decisions and also respect each person's privacy.
Ask: What could Rafa tell his family about the tuition bill without sending them his login?
Sample answers
- Grades 6–8
- Rafa could tell his family he will check the billing box so they can pay.
- Grades 9–10
- Rafa could tell his family the form has a billing section he can approve, so they can see statements and pay.
- Grades 11–12
- Rafa could tell his family that Section 1 lets them view statements and pay, and that he wants to talk before deciding about grades.
Share, schedule or open in your apps
Reading passage by grade band
Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.
Grades 6–8: One envelope, two boxes
418 words
One envelope, two boxes
The story: The family chat wants an answer
Rafa is 18 and has just started college. He commutes from the next block and helps at his family’s shop after class. His parents help pay his tuition bill.
At the start of October, the college mailed Rafa a family-access form. He has not opened the envelope. On Sunday night, the family group chat lights up. His mom writes, “Did the tuition form come? We want to help with the bill.” His dad goes further: “Send us the login and we’ll take care of everything.”
Rafa is glad to share the bill. But he wants to read the rest of the form first. His older friend Caio sits with him and reads it with Rafa, not for him. “Being the older friend doesn’t make this my decision,” Caio says.
You are at the table too. Your job is to read each box on the form before Rafa signs.
Reading the form section by section
In Lesson 5, you read a pay statement line by line. A form works the same way. Rafa’s form has three sections. Section 1 is about billing: his parents could view statements and make payments. Section 2 is about academic records: his parents could get information about his grades, enrollment and standing. Section 3 says his choice lasts until he changes it in writing.
Each section has its own yes-or-no box. That means Rafa does not have to choose all or nothing. He can check yes for billing. He can wait on grades until he talks with his family.
In Lesson 4, you learned that a decision-maker is the person or group with the power to make a particular choice. Here, the decision-maker is Rafa. Consent is permission a person gives for something specific, such as sharing a record with a named person. Giving his dad his login would skip that choice entirely.
The real law behind the form
FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records. An education record is a record directly about a student that a school or college keeps. Grades and schedules can be education records. Under the general rule, FERPA rights move from parents to the student at age 18 or when the student starts college (U.S. Department of Education, Student Privacy Policy Office, no date listed).
There are exceptions. A college may share records with parents if the student is a dependent for federal tax purposes. But the Education Department says this sharing is allowed, not required. So Rafa should ask his records office what his college does.
Key terms in this passage
- FERPA
- FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records.
- Education record
- An education record is a record directly about a student that a school or college keeps.
- Consent
- Consent is permission a person gives for something specific, such as sharing a record with a named person.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
Real sources cited
- U.S. Department of Education, Student Privacy Policy Office, “What is FERPA?,” No date listed. Open the source (opens in a new tab)
- U.S. Department of Education, Student Privacy Policy Office, “Must postsecondary institutions provide a parent with access to an eligible student’s education records?,” No date listed. Open the source (opens in a new tab)
Grades 9–10: Helping with the bill is not the same as seeing grades
630 words
Helping with the bill is not the same as seeing grades
The story: A login request on Sunday night
Rafa, 18, is a few weeks into his first year of college. He commutes from the next block, helps at his family’s shop after class and relies on his parents to help pay tuition. At the start of October, the college mailed him a family-access form. The envelope is still sealed.
On Sunday night, the family group chat catches up with him. His mom asks whether the tuition form came, because they want to help with the bill. His dad offers a shortcut: “Send us the login and we’ll take care of everything.” The offer is generous and practical, and it would hand over far more than a bill.
Rafa does not want a fight. He wants to understand what he is signing. He asks Caio, an older friend who rents a room on the block, to read the form with him. Caio is clear about his role. He will sit with Rafa while he asks questions, but being older does not make this his decision. When someone suggests sending his parents a photo of the form, Caio points out the trade-off. A photo is easier to send, and it is also easier to lose control of.
Your role is to read each box on the form before Rafa signs.
Separating the parts of the form
Lesson 5 taught you to read a document line by line before deciding what it means. The form rewards the same patience. Section 1 covers billing and payments: the named person could view account statements and make payments. Section 2 covers academic records: the named person could receive information about grades, enrollment and academic standing. Section 3 says the authorization stays in effect until Rafa changes or withdraws it in writing. Each of the first two sections has its own yes-or-no box.
That structure changes the decision. Rafa does not face a single choice between trusting his family and shutting them out. He faces two separate choices, and each has its own trade-off, a word you learned in Lesson 4. Saying yes to billing gives his parents what they asked for. Saying yes to grades may be fine too, but Rafa wants to talk with them before he decides.
Lesson 4 also gave you the term decision-maker, the person or group with the power to make a particular choice. On this form, the decision-maker is Rafa. Consent is permission a person gives for something specific, such as sharing a record with a named person. For college records, consent is written and names the record, the person and the purpose.
What FERPA does and does not say
FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records. An education record is a record directly about a student that a school or college keeps, such as grades, transcripts or schedules. Under the general rule, the rights transfer from parents to the student at age 18 or when the student enters college at any age (U.S. Department of Education, Student Privacy Policy Office, no date listed). The Education Department publishes a plain guide for these “eligible students” (U.S. Department of Education, March 8, 2023).
Helping pay tuition does not, by itself, give those rights back to a parent. FERPA does have exceptions. A college may share records with parents if the student is a dependent for federal tax purposes, or in a health or safety emergency. The Education Department says this sharing is allowed, not required, so each college decides how it handles these cases.
Why do these rules matter so much? Student records now live in large software systems. A breach at the company PowerSchool exposed millions of student records (Education Week, January 9, 2025). Knowing which record, which permission and which office to ask is how Rafa keeps family support from turning into giving away every login.
Key terms in this passage
- FERPA
- FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records.
- Education record
- An education record is a record directly about a student that a school or college keeps.
- Consent
- Consent is permission a person gives for something specific, such as sharing a record with a named person.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
Real sources cited
- U.S. Department of Education, Student Privacy Policy Office, “What is FERPA?,” No date listed. Open the source (opens in a new tab)
- U.S. Department of Education, Student Privacy Policy Office, “An Eligible Student Guide to the Family Educational Rights and Privacy Act (FERPA),” March 8, 2023. Open the source (opens in a new tab)
- U.S. Department of Education, Student Privacy Policy Office, “Must postsecondary institutions provide a parent with access to an eligible student’s education records?,” No date listed. Open the source (opens in a new tab)
- Education Week, “What Schools Should Know About the PowerSchool Data Breach,” January 9, 2025. Open the source (opens in a new tab)
Grades 11–12: Consent, one box at a time
751 words
Consent, one box at a time
The story: Family support and a sealed envelope
Rafa, 18, is in his first weeks of college. He commutes from the next block and works at his family’s shop after class. His parents help with tuition, and they want to keep helping. At the start of October, the college mailed him a parent and family access form. He has not opened it.
On Sunday night, his parents bring it up in the family group chat. His mom asks whether the tuition form arrived so they can help with the bill. His dad proposes the simplest route from a parent’s point of view: send the login, and the family will take care of everything. Rafa answers that he can share the bill part and wants to read the rest first. His reply is honest and a little uncomfortable. It says yes to one kind of help and asks for time on another.
Caio, 24, the oldest in the crew, rents a room on the block and offers to sit with Rafa while he reads the form. He is careful about the limits of that help. Being the older friend does not make this his decision. When the conversation turns to exceptions in the law, Caio pushes for precision. Which exception, and does it even fit Rafa? Just saying “privacy law” will not answer his dad.
Your role in this case is to read each box on the form before Rafa signs.
A form is a set of separate decisions
The new skill in this case builds on Lesson 5. There, you read a pay statement line by line and matched each line to a record. Here, you read a form section by section and decide each part on its own. Section 1 would let a named person view account statements and make payments. Section 2 would let that person receive information about grades, enrollment and academic standing. Section 3 says the authorization lasts until Rafa changes or withdraws it in writing. The first two sections each carry a separate yes-or-no box.
The college’s annual notice adds the legal frame. Students have the right to inspect their education records, to request corrections and to consent to disclosures, except where the law allows disclosure without consent. The notice does not say which exceptions this college uses, and neither document says where Rafa sends a written change.
Two earlier terms sharpen the analysis. A decision-maker (Lesson 4) is the person or group with the power to make a particular choice, and on this form that person is Rafa. A trade-off (also Lesson 4) exists in each section separately. Sharing billing costs little and gives his parents what they asked for. Sharing grades may strengthen family trust, or it may shift a conversation Rafa would rather have in person first. Consent is permission a person gives for something specific, such as sharing a record with a named person. For college records, it is written and specifies which record, to whom and for what purpose. A shared login is the opposite of specific.
The federal rule and its exceptions
FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records. An education record is a record directly about a student that a school or college keeps. Under the general rule, FERPA rights transfer from parents to the student at 18 or when the student enters college at any age, and the law calls that student an “eligible student” (U.S. Department of Education, Student Privacy Policy Office, no date listed). Paying tuition does not, by itself, return those rights to a parent.
The exceptions are real and narrow. A college may disclose records to parents if the student is a dependent for federal tax purposes, and it may disclose in a health or safety emergency. The Department of Education stresses that these disclosures are permitted, not required (U.S. Department of Education, Student Privacy Policy Office, no date listed). That is why the practical step is a question to the records office, not an argument from the law alone. American University’s parent-access guide shows how one institution handles it, and it is one university’s process, not a national rule (American University, June 30, 2025).
Records management is also a data security problem. A breach at PowerSchool exposed millions of student records (Education Week, January 9, 2025). The Markup has reported on how school software companies gain access to student data, and where FERPA’s protections run out (The Markup, January 15, 2022). Registrars’ own professional code asks them to “protect the legitimate privacy interests of all individuals” (AACRAO Ethics and Practice, 2010).
Key terms in this passage
- FERPA
- FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records.
- Education record
- An education record is a record directly about a student that a school or college keeps.
- Consent
- Consent is permission a person gives for something specific, such as sharing a record with a named person.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
Real sources cited
- U.S. Department of Education, Student Privacy Policy Office, “What is FERPA?,” No date listed. Open the source (opens in a new tab)
- U.S. Department of Education, Student Privacy Policy Office, “Must postsecondary institutions provide a parent with access to an eligible student’s education records?,” No date listed. Open the source (opens in a new tab)
- American University, AU Central, “FERPA and parent-access guide,” June 30, 2025. Open the source (opens in a new tab)
- Education Week, “What Schools Should Know About the PowerSchool Data Breach,” January 9, 2025. Open the source (opens in a new tab)
- The Markup, “The Big Business of Tracking and Profiling Students,” January 15, 2022. Open the source (opens in a new tab)
- American Association of Collegiate Registrars and Admissions Officers (AACRAO), “AACRAO Ethics and Practice,” 2010. Open the source (opens in a new tab)
College and community: Records, rights and the limits of family access
736 words
Records, rights and the limits of family access
The story: The login shortcut
Rafa, 18, is a first-year commuter who helps at his family’s shop after class. His parents contribute to his tuition. At the start of October, his college mailed him a parent and family access authorization. Before he opens it, his parents raise it in the family group chat. His mother offers help with the bill. His father proposes the shortcut many families would reach for: send the login, and they will handle everything.
The case turns on the difference between those two offers. Helping pay a bill requires access to billing. A login grants access to everything the account holds, including grades and schedules, and it bypasses any record of what was shared and why. Rafa answers that he can share the bill and wants to read the rest first.
Caio, 24, sits with him as he reads. He models the stance of a good advisor. He will help Rafa ask questions, but the decision is Rafa’s. He also resists vague reassurance. If the law has an exception, they should find out which one and whether it applies, because “privacy law” is not an answer Rafa’s father can act on.
Your role is to read each box on the form before Rafa signs.
Granular consent in practice
The form is built for separate decisions. Section 1 authorizes a named person to view account statements and make payments. Section 2 authorizes that person to receive information about grades, enrollment and academic standing. Section 3 makes the authorization durable until Rafa changes or withdraws it in writing. Each of the first two sections has its own yes-or-no box.
The college’s annual FERPA notice sets the background rule. Students may inspect their records, request corrections and consent to disclosures, except where the law permits disclosure without consent. Together, the documents show what Rafa controls and what he still needs to learn: which exceptions this college applies and where a written change goes.
This case extends two earlier skills. Lesson 5 asked you to read a statement line by line. Here you read a form section by section and decide each part independently. Lesson 4 introduced the decision-maker, the person or group with the power to make a particular choice. Rafa holds that role, and the form’s structure lets him exercise it with precision. Consent is permission a person gives for something specific, such as sharing a record with a named person. For college records, it is written and identifies the record, the recipient and the purpose. A shared password is the opposite of that kind of consent.
FERPA’s structure and the question of trust
FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records. An education record is a record directly about a student that a school or college keeps, on paper or stored digitally. Under the general rule, the rights transfer from parents to the student at 18 or upon entering college at any age, and the student becomes an “eligible student” (U.S. Department of Education, Student Privacy Policy Office, no date listed). The Department’s guide for eligible students explains consent, access and the exceptions in plain language (U.S. Department of Education, March 8, 2023).
The exceptions matter for families like Rafa’s. A college may disclose records to parents when the student is a dependent for federal tax purposes, or in a health or safety emergency. The Department describes these disclosures as permitted, not required, so practice varies by institution. American University’s parent-access guide illustrates one institution’s process, not a national rule (American University, June 30, 2025).
Records governance now reaches beyond the registrar. A breach at PowerSchool exposed millions of student records (Education Week, January 9, 2025). Classroom AI tools raise new questions about who can see student information (Chalkbeat, December 13, 2024). The Markup has reported on where FERPA’s protections run out when software companies handle student data (The Markup, January 15, 2022).
Professional codes describe both duties the registrar holds. AACRAO asks members to “protect the legitimate privacy interests of all individuals” and to “dispense complete, accurate, understandable, and truthful information and advice at all times” (AACRAO Ethics and Practice, 2010). The National Communication Association’s credo speaks to Rafa’s side: “We advocate sharing information, opinions, and feelings when facing significant decisions, while also respecting privacy and confidentiality” (NCA Credo for Ethical Communication, 2024). The case asks students to hold both values at once. Family support and privacy can be negotiated one box at a time.
Key terms in this passage
- FERPA
- FERPA, the Family Educational Rights and Privacy Act, is a federal law about who can see student education records.
- Education record
- An education record is a record directly about a student that a school or college keeps.
- Consent
- Consent is permission a person gives for something specific, such as sharing a record with a named person.
- Decision-maker
- A decision-maker is the person or group with the power to make a particular choice.
Real sources cited
- U.S. Department of Education, Student Privacy Policy Office, “What is FERPA?,” No date listed. Open the source (opens in a new tab)
- U.S. Department of Education, Student Privacy Policy Office, “An Eligible Student Guide to the Family Educational Rights and Privacy Act (FERPA),” March 8, 2023. Open the source (opens in a new tab)
- U.S. Department of Education, Student Privacy Policy Office, “Must postsecondary institutions provide a parent with access to an eligible student’s education records?,” No date listed. Open the source (opens in a new tab)
- American University, AU Central, “FERPA and parent-access guide,” June 30, 2025. Open the source (opens in a new tab)
- Education Week, “What Schools Should Know About the PowerSchool Data Breach,” January 9, 2025. Open the source (opens in a new tab)
- Chalkbeat, “AI presents explosive risks to student data privacy. These educators want to defuse them.,” December 13, 2024. Open the source (opens in a new tab)
- The Markup, “The Big Business of Tracking and Profiling Students,” January 15, 2022. Open the source (opens in a new tab)
- American Association of Collegiate Registrars and Admissions Officers (AACRAO), “AACRAO Ethics and Practice,” 2010. Open the source (opens in a new tab)
- National Communication Association (NCA), “Credo for Ethical Communication,” 2024. Open the source (opens in a new tab)
Pacing options
10-minute bellringer
10 minutes
One piece of evidence and one question. Use it to open the case or to review it the next day.
One class period
45 minutes
Teach the lesson steps on this page in four parts.
The student edition also has a one-period plan for each grade band:
- Grades 6–8: 45 minutes
- Grades 9–10: 50 minutes
- Grades 11–12: 60 minutes
- College and community: 75 minutes
Full chapter
69 to 94 minutes
Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.
- Grades 6–8: 69 minutes
- Grades 9–10: 91 minutes
- Grades 11–12: 91 minutes
- College and community: 94 minutes
Minutes for each page
How long each student edition page takes, and what to cut when you have one class period.
Open your grade band.
Grades 6–8: full chapter 69 minutes, one period 45 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud and skip the opening discussion. |
| Key terms | 6 min | 4 min | Read the key terms aloud. Skip Who is involved. |
| Look at the evidence | 10 min | 8 min | Students fill in the What it shows boxes only. |
| Key idea | 6 min | Skip | Skip this page. Read the first paragraph of the key idea aloud instead. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | 5 min | Hold the vote and skip Improve a draft. |
| Your task | 15 min | 15 min | |
| Check your work | 5 min | 3 min | Students answer the Check your work questions only. Score the rubric yourself. |
| Questions to discuss | 8 min | 6 min | Use questions 1 and 3 only. |
| Talk about this case at home | At home | At home |
Grades 9–10: full chapter 91 minutes, one period 50 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud and skip the opening discussion. |
| Key terms | 6 min | Skip | Skip this page. Define FERPA and consent aloud in one minute. |
| Look at the evidence | 10 min | 8 min | Students fill in only the What it shows boxes. |
| Key idea | 8 min | Skip | Assign the key idea as reading for the next class. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | 5 min | Do the choice and the first fix only. |
| Your task | 8 min | 6 min | Read the steps aloud. Students fill in the two access boxes only. |
| Your draft | 20 min | 18 min | Students write the first two paragraphs in class and finish at home. |
| Check your work | 8 min | 4 min | Students answer the Check your work questions. Score the rubric yourself. |
| Questions to discuss | 12 min | 5 min | Use question 3 as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 11–12: full chapter 91 minutes, one period 60 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 4 min | 3 min | Read What happened aloud. |
| Key terms | 5 min | Skip | Skip this page. |
| Look at the evidence | 8 min | 6 min | Students fill in the Evidence A boxes only. |
| Key idea | 10 min | 8 min | Skip the In the news section. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 5 min | Skip | Skip this page. |
| Your task | 10 min | 10 min | |
| Your draft | 25 min | 25 min | |
| Check your work | 6 min | 3 min | Collect memos and score them with the rubric yourself. |
| Questions to discuss | 10 min | 5 min | Use question 1 as an exit ticket. |
| Talk about this case at home | At home | At home |
College and community: full chapter 94 minutes, one period 75 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 4 min | 3 min | Summarize What happened in one minute. |
| Key terms | 5 min | 3 min | Read the key terms aloud. Skip Who is involved. |
| Look at the evidence | 8 min | 6 min | Participants fill in the What it shows boxes only. |
| Key idea | 10 min | 8 min | Skip In the news. Use the Department of Education pages instead. |
| Sort the evidence | 6 min | Skip | Skip this page. |
| Practice | 5 min | Skip | Skip this page. |
| Your task | 12 min | 12 min | |
| Your draft | 30 min | 30 min | |
| Check your work | 6 min | 5 min | Skip the rubric. Participants answer the Check your work questions only. |
| Questions to discuss | 8 min | 8 min | |
| Talk about this case at home | At home | At home |
Minutes for each page are in the educator edition for each grade band.
10-minute bellringer
- 1 min Project Evidence A as students come in.
- 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
- 4 min Take two or three answers. Then ask the follow-up questions.
Evidence A College form
Parent and family access authorization, mailed to Rafa on October 5
Section 1, Billing and payments: allow the person named below to view account statements and make payments. Yes or No. Section 2, Academic records: allow the person named below to receive information about grades, enrollment and academic standing. Yes or No. Section 3: this authorization stays in effect until the student changes or withdraws it in writing.
Question Which section lets a family member see grades?
Follow-up questions
- If Rafa checks Yes only in Section 1, what can the person named on the form do?
- How can Rafa change the authorization later?
Listen for: Students separate billing (Section 1) from academic records (Section 2) and find that the student can change the form in writing.
This is the same bellringer as on the bellringers page, which has one for every case.
Lesson steps
This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.
Warm-up 5 minutes
1 Open the envelope (not literally) 5 min
- You
- Read the conversation where Rafa hasn’t opened the envelope. Set the norm: no one shares real records.
- Students
- Write: what does Rafa want his family to help with?
- Check
- Answers name a specific task, not “everything.”
Read and discuss 20 minutes
2 Read the rule 10 min
- You
- Read the FERPA FAQ lines on rights and transfer aloud.
- Students
- Answer the case quiz: a student starts college at 17—who holds the rights?
- Check
- Students answer “the student” and cite why.
3 Separate the routes 10 min
- You
- Hand out the parent-access guide excerpt.
- Students
- Sort billing, grades and adviser conversations into “covered by this form” or “needs something else.”
- Check
- Grades land in “needs separate authorization.”
Questions for the people in the case
- Rafa: What do you want them to help with? Check next: Identify the record and purpose, then check the institution’s consent process.
- Rafa: What will you ask the records office? Check next: Read the scope and exceptions in the relevant policy and official FERPA source.
- Caio: Would taking a photo make it easier? Check next: Choose the smallest useful amount of information and a suitable sharing method.
- Caio: What if the rule has an exception? Check next: Use the source file to distinguish the general rule from an applicable exception.
Task 12 minutes
4 Draft the question 12 min
- You
- Model a records-office question: record, recipient, authority.
- Students
- Write Rafa’s question and the smallest access that would actually help.
- Check
- Question names one record, one person and asks which permission applies.
Wrap-up 8 minutes
5 Check the limits 5 min
- You
- Ask Caio’s question: what if there’s an exception?
- Students
- Add one line saying what they still need to confirm.
- Check
- Line admits an exception may apply without guessing which.
6 Exit 3 min
- You
- Ask for one difference between paying and permission.
- Students
- Write it in one sentence.
- Check
- Sentence separates billing access from academic records.
Educator notes by page
These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.
Opener
Heat check: Medium
Why: Students may compare the case with their own family’s rules about grades. Cool-down: Say: “We’re working with Rafa’s fictional family.” Go straight to the form.
Say this
- “Rafa’s dad asks for his login. What is his dad trying to help with?” Hear two answers. Keep the talk about Rafa’s family, not students’ own.
Watch for
- Misconception:
- Students assume paying tuition gives parents full access.
- Listen for:
- “They pay, so they get to see it.”
- Then:
- Write “paying” and “seeing” as two columns. Ask which document connects them.
Support
- Read What happened aloud while students follow along.
- Remind students that nobody shares their own records or family rules.
Key terms
Heat check: Low
Say this
- “Which key term tells you whose rights these are?” Wait for FERPA. Then ask when the rights transfer.
Watch for
- Misconception:
- Students think FERPA protects only children.
- Listen for:
- “FERPA is for kids.”
- Then:
- Reread the key idea: the rights transfer to the student at 18 or on starting college.
Support
- Pair students who share a language to explain each term in their own words.
- Show a timeline: middle school, high school, 18 or college.
Look at the evidence
Heat check: Low
Say this
- “Put one finger on the billing section and one on the grades section. Could Rafa say yes to one and no to the other?” Wait for “yes, they are separate.”
Watch for
- Misconception:
- Students read the notice as a promise of total privacy.
- Listen for:
- “So nobody can ever see his grades.”
- Then:
- Point to “except where the law allows disclosure without consent.”
Support
- Give each document on its own half-page with the section headings enlarged.
- Read the notice aloud and pause at “except.”
Stretch
Ask what Section 3 lets Rafa do later, and why that matters for the choice he makes today.
Key idea
Heat check: Low
Say this
- “The AACRAO code asks registrars to protect privacy. What would a registrar need before sharing Rafa’s grades?” Wait for “his consent in Section 2.”
Watch for
- Misconception:
- Students treat the AACRAO code as the law.
- Listen for:
- “The registrar would go to jail.”
- Then:
- Say: “The code binds AACRAO members. FERPA is the federal law on education records.”
Support
- Read the quotation aloud. Point out the label: a real source, quoted word for word.
Stretch
Use the second AACRAO row. Ask what a clear, complete answer to each of Rafa’s three questions would include.
Sort the evidence
Heat check: Medium
Why: The missing-perspective question can turn to students’ own families. Cool-down: Keep answers about the characters. No student describes their own family arrangements.
Say this
- “For each question on the diagram, who decides: Rafa, the rule or the college?” Model the grades question together.
Watch for
- Misconception:
- Students name the parents as the deciders.
- Listen for:
- “His parents decide because they pay.”
- Then:
- Point to the diagram: his family can ask, and Rafa decides through written consent.
Support
- Let students label each box Rafa, rule or college before they write sentences.
Practice
Heat check: Low
Say this
- “Rafa is 18 and in college. Who holds the rights to his records?” Vote before any discussion.
Watch for
- Misconception:
- Students pick the paying-parents option.
- Listen for:
- “They’re paying, so it’s theirs.”
- Then:
- Ask what the form would be for if his parents already held the rights.
Support
- Read the options aloud before students choose.
Your task and draft
4 grade bands
The task is different in each grade band. Open yours.
Grades 6–8
Your task
Say this
- “Who holds the rights now? At 18?” Draw the timeline on the board and fill in who holds the rights at each stop.
Watch for
- Misconception:
- Cards give middle schoolers the rights.
- Listen for:
- “Students own their records at any age.”
- Then:
- Show the timeline. Parents hold the rights until 18 or college.
Grades 9–10
Your task
Say this
- “Before you write, sort the form: which section is paying, and which is seeing?” Draw the two-column organizer on the board.
Watch for
- Misconception:
- Guides merge billing and grades.
- Listen for:
- “If they pay, they can see his grades.”
- Then:
- Point to Sections 1 and 2. Ask what each yes-or-no box controls.
Support
- Model first sentence: “You’re 18 and in college, so under the general FERPA rule, ___.”
Your draft
Say this
- “Find any sentence with ‘never’ or ‘always.’ Is it true every time?” Partners circle absolute words in each other’s drafts.
Watch for
- Misconception:
- Guides promise total privacy.
- Listen for:
- “No one can ever see your grades.”
- Then:
- Point to the notice: “except where the law allows disclosure without consent.”
Grades 11–12
Your task
Say this
- “What is the smallest access that gives Rafa’s family the help they asked for?” Point to the family chat in What happened: they asked about the bill.
Watch for
- Misconception:
- Memos list one option and call it a decision.
- Listen for:
- “He should just say no.”
- Then:
- Ask for a second option and one trade-off for each.
Support
- Memo headings: Situation, Options, Recommendation, How to change it.
Your draft
Why: Family trust and privacy can feel personal to students. Cool-down: Say: “We’re advising a fictional student.” Return to the sections of the form.
Say this
- “Your reader is Rafa. Does your memo leave the decision with him?” Students underline the sentence that recommends.
Watch for
- Misconception:
- Memos judge what his family deserves.
- Listen for:
- “His parents don’t deserve to see it.”
- Then:
- Keep the memo about options and trade-offs, not judgments of his family.
College and community
Your task
Say this
- “Your readers are a student and a parent reading the same page. What does each need first?” List both audiences’ questions on the board.
Watch for
- Misconception:
- Explainers apply an exception to Rafa.
- Listen for:
- “His parents can see his grades because he’s a dependent.”
- Then:
- Ask which document says Rafa is a tax dependent. None does.
Support
- Label line: “Fictional example” above any detail from Rafa’s form.
Your draft
Say this
- “Read your three questions as a parent at orientation. Would the answers be clear?” Partners play the parent and ask one follow-up.
Watch for
- Misconception:
- Explainers ask readers to share real records.
- Listen for:
- “Send us a screenshot of your portal.”
- Then:
- Point to the success criteria: no one shares real records.
Check your work
Heat check: Low
Say this
- “Mark your level honestly. Then make one change and say why.” Ask for one corrected rule or one added question for the records office.
Watch for
- Misconception:
- Students leave an absolute claim in place.
- Listen for:
- “Parents can never see grades.”
- Then:
- Point to the Evidence row. Ask them to add that exceptions exist.
Questions to discuss
Say this
- “Answer with a detail from the form or the notice, not from your own family.” Post the question numbers and hear one answer per question.
Stretch
Ask what Rafa could share with his family in a conversation, without signing any form.
Talk about this case at home
Say this
- “Bring this page home, or read it with someone you trust.” Nobody needs to share their own records or family arrangements.
Sample response
Worked example, grades 9–10
Prompt: Write Rafa a one-page guide separating paying the bill from seeing grades.
Student response
Paying vs. Seeing: A Guide for Rafa Since you’re 18 and in college, the FERPA rights to your education records belong to you now, not your parents. The Department of Education FAQ says 1 rights transfer at 18 or when you start college. Paying tuition is a different thing from seeing your grades. In the university guide, 2 parent access for the bill does not include viewing grades, so that needs a separate authorization. 3 So your parents can never see your grades unless you say yes. Before you sign anything, ask the records office three questions: 4 which record would be shared, who would get it, and how you can change your mind later. Talk with your family first about what help you actually want.
- Evidence. Accurate statement of the transfer rule, attributed to the right source.
- Evidence. Precise use of the university guide, and the writer correctly presents it as one school’s process.
- Revise. This overstates the rule. FERPA has exceptions, including one for parents who claim a student as a tax dependent. Say that exceptions exist and send Rafa to the records office.
- Audience. Strong next step: specific, answerable questions for the office that actually holds the records.
Before: So your parents can never see your grades unless you say yes.
After: Usually your family would need your permission to see grades, but the law has exceptions, so ask the records office which ones your college uses.
Why: The revision keeps the main rule clear while being honest that exceptions exist, which is what the success criteria ask for.
Educator commentary: The guide gets the transfer rule right, separates billing from grades and ends with a useful set of questions. The one absolute claim, “never,” is the kind of overstatement that can mislead a student in a real situation. Qualifying it moves the guide from Developing to Proficient on Reasoning.
Task answers by grade band
What a strong student in each grade band writes in the student edition task.
Open your grade band.
Grades 6–8
Make a “my records, my family” card explaining who holds FERPA rights for a middle-school student and what changes at 18.
Students make: Illustrated card, 4–6 sentences.
Steps students follow
- Find who holds FERPA rights for a student under 18 in K–12.
- Find what changes at 18 or when a student starts college.
- Write who holds the rights for a student who starts college at 17.
- Draw the timeline: middle school, high school, then 18 or college.
- Write 4 to 6 sentences for your card in the Your draft box.
- Add one question for the school office, using no real records.
Sample answers for the task boxes
- Right now, in K–12
- Right now, my parents hold the rights.
- At 18 or in college
- The rights transfer to the student.
- A student starts college at 17. Who holds the rights?
- The student does, because starting college transfers the rights at any age.
Sample draft: Your card, 4 to 6 sentences
Sample answer Grades 6–8
1 Right now, my parents hold the FERPA rights to my school records. They can see my records and have some say over who else can. 2 At 18 or when I start college, the rights transfer to me. Then I decide what to share, but the law has some exceptions. My question for the office: who can see my records now?
- States the rule.
- Explains the transfer.
Check your work questions
- Does your card say that parents hold the rights for students under 18 in K–12?
- Does it explain what changes at 18 or in college?
- Does it include a question for the school office?
- Does it leave out real student information?
- One change I made
- I changed my line that said my records are private, because my parents hold the rights until I turn 18 or start college.
My take: sample answers
- I think Rafa should ___ because ___.
- I think Rafa should say yes to billing because that is the help his family asked for.
- The evidence that changed my first guess is ___.
- The evidence that changed my first guess is the form. Billing and grades are separate boxes.
- One question I still have is ___.
- One question I still have is which exceptions Rafa’s college uses.
Grades 9–10
Write Rafa a one-page guide separating paying the bill from seeing grades.
Students make: One-page guide, 200–250 words.
Steps students follow
- Reread Evidence A and B. Mark the billing section and the grades section.
- Fill in the organizer: what billing access covers and what academic access covers.
- Write one or two sentences on who holds the FERPA rights now.
- Add one sentence that says exceptions exist, without guessing which one applies.
- List three questions Rafa can ask the records office.
- Write your guide, 200 to 250 words, in the Your draft box.
- Check your guide with the questions on the Check your work page.
Sample answers for the task boxes
- Billing access covers
- Viewing account statements and making payments (Section 1)
- Academic access covers
- Information about grades, enrollment and academic standing (Section 2)
- Three questions for the records office
- 1. Which record would be shared? 2. Who would get it? 3. How do I change my choice later?
Sample draft: Your guide, 200 to 250 words
Sample answer Grades 9–10
Paying the bill and seeing grades: a guide for Rafa. You’re 18 and in college, so under the general FERPA rule, the rights to your education records are yours now. 1 The U.S. Department of Education says the rights transfer at 18 or when a student starts college. Your parents helping with tuition doesn’t give those rights back to them. Your form keeps two choices apart. Section 1 covers billing: viewing account statements and making payments. Section 2 covers grades, enrollment and academic standing. 2 You can say yes to Section 1 and no to Section 2. Section 3 says you can change or withdraw your choice later, in writing. Usually your family would need your consent to see grades, but the law has exceptions. For example, a college may share records with parents if the student is a dependent for federal tax purposes. 3 It is allowed, not required, so ask which exceptions your college uses. Before you sign, ask the records office three questions. 4 Which record would be shared? Who would get it? How do I change my choice later? Then talk with your family about the help they want.
- Attributes the transfer rule to the right source.
- Separates paying from permission.
- Flags an exception without claiming it applies to Rafa.
- Gives Rafa a specific question for the office.
Check your work questions
- Does your guide state the transfer rule accurately?
- Does it keep billing and grades separate?
- Does it name the records office as the next step?
- Does it flag exceptions without guessing which one applies?
- One change I made after feedback
- I changed “your parents can never see your grades” to say exceptions exist, because “never” overstates the rule.
My take: sample answers
- My claim: ___.
- My claim: Rafa should approve billing now and decide about grades after he talks with his family.
- The best evidence is ___, because ___.
- The best evidence is the form, because it lists billing and grades as separate choices.
- Someone who disagrees might say ___.
- Someone who disagrees might say that parents who pay should see grades.
- I would change my mind if ___.
- I would change my mind if the college said an exception already lets his parents see grades.
Grades 11–12
Write a decision memo for Rafa: what should he authorize, for whom, and how can he change it later?
Students make: Decision memo, 350–450 words.
Steps students follow
- Reread Evidence A and B. Note what each section of the form controls.
- List at least two authorization options in the planner.
- Write one trade-off for Rafa and one for his family for each option.
- Recommend one option and explain why the smallest access that still helps is a reasonable default.
- Explain how Rafa can review or withdraw his consent.
- Draft the three memo sections in the Your draft boxes.
- Finish the memo on lined paper, 350 to 450 words in all.
Sample answers for the task boxes
- Option 1 and its trade-off
- Billing only (Section 1). His family can pay and view statements but sees no grades unless Rafa shares his results.
- Option 2 and its trade-off
- Billing and grades (Sections 1 and 2). His family also sees grades and standing, so Rafa no longer decides what to share himself.
- How Rafa can change his choice
- Section 3: the authorization lasts until he changes or withdraws it in writing.
Sample draft: Situation and options
Sample answer Grades 11–12
To: Rafa. Re: the family-access form. Your parents help pay your tuition and want to help with the bill. Under the general FERPA rule, the rights to your education records are yours, because you are 18 and in college. 1 The form offers two separate consents. Option 1 is billing only. Option 2 adds grades, enrollment and academic standing.
- Sets up two real options from the evidence.
Sample draft: Recommendation and trade-offs
Sample answer Grades 11–12
I recommend Option 1 for now. It gives your family the help they asked for: paying the bill. 1 The trade-off is that your parents may feel left out of your grades. You can reduce that by talking with them and sharing results yourself. Starting small is a reasonable default, 2 because Section 3 lets you change your choice later in writing. Option 2 remains open if you decide it would help.
- Names a cost for the family, not only for Rafa.
- Builds in the way to review or withdraw consent.
Sample draft: Exceptions and how to change your choice
Sample answer Grades 11–12
The law has exceptions. A college may share records with parents if you are a dependent for federal tax purposes, or in a health or safety emergency. 1 That sharing is allowed, not required, so ask the records office what your college does.
- Describes the exceptions accurately.
Check your work questions
- Does your memo present at least two authorization options?
- Does it explain trade-offs for Rafa and for his family?
- Does it describe the legal baseline and its exceptions accurately?
- Does it explain how to review or withdraw consent?
- One change I made after feedback
- I added the tax-dependent exception, because my first draft said parents could never see grades without consent.
My take: sample answers
- My claim: ___.
- My claim: the smallest access that still helps is billing only, with grades left for a family talk.
- The best evidence is ___, because ___.
- The best evidence is Section 3, because it lets Rafa change his choice later in writing.
- Someone who disagrees might say ___.
- Someone who disagrees might say a paying family has a fair claim to see results.
- The limit of the evidence is ___.
- The limit of the evidence is that we don’t know which exceptions Rafa’s college uses.
- I would change my mind if ___.
- I would change my mind if his family claims him as a tax dependent and the college shares on that basis.
College and community
Write a plain-language explainer for first-year students and their families, suitable for an orientation program or a student government page. It separates billing access from access to academic records and explains how a student changes an authorization.
Students make: Explainer for students and families, 350–450 words, with three short questions and answers.
Steps students follow
- Reread Evidence A and B, and label each one as a fictional example.
- Fill in the organizer: what billing access covers and what records access covers.
- Note two exceptions from the Department of Education pages without deciding that either one applies to Rafa.
- Draft the opening and the exceptions paragraph in the Your draft boxes.
- Write three short questions and answers for families in the last box.
- Finish the explainer on lined paper, 350 to 450 words.
- Check your explainer with the questions on the Check your work page.
Sample answers for the task boxes
- Billing access covers
- Viewing account statements and making payments
- Records access covers
- Information about grades, enrollment and academic standing
- Two exceptions, stated generally
- A college may share records with parents of a tax-dependent student, or in a health or safety emergency.
Sample draft: Opening: who holds the rights
Sample answer College and community
Who can see your college records? Under FERPA, a federal law, the rights to your education records 1 belong to you once you attend a school beyond high school. Paying tuition does not change that. 2 In the fictional form we studied, Section 1 covers account statements and payments. Section 2 covers grades, enrollment and academic standing. A student can say yes to one and no to the other.
- States the legal baseline for this audience.
- Labels the example as fictional.
Sample draft: The exceptions
Sample answer College and community
In some situations, a college may share records without the student’s consent, such as with parents of a tax dependent. It may also share them in a health or safety emergency. 1 That sharing is allowed, not required, so ask your records office what your college does.
- Describes the exceptions without applying them to anyone.
Sample draft: Three questions and answers
Sample answer College and community
Can my parents pay the bill without seeing my grades? At some colleges, yes. American University’s guide says parent billing access does not include viewing grades. Can I change my mind later? In the fictional form, the authorization stays in effect 1 until the student changes or withdraws it in writing. Where do I ask? Your college’s registrar or records office.
- Explains how to change an authorization, as the form says.
Check your work questions
- Does your explainer say FERPA rights belong to the student at a school beyond high school?
- Does it keep billing and records permissions separate?
- Does it describe the exceptions accurately without saying that one applies to Rafa?
- Does it label the form and notice as fictional and the federal pages as real?
- One change I made after feedback
- I cut a sentence that said Rafa’s parents can see his grades because he is a dependent, because no document says he is one.
My take: sample answers
- My claim: ___.
- My claim: Rafa should approve billing now and leave grades for a talk with his family.
- The best evidence is ___, because ___.
- The best evidence is the form, because billing and grades are separate yes-or-no choices.
- Someone who disagrees might say ___.
- Someone who disagrees might say a family paying tuition has a fair claim to see grades.
- The limit of the evidence is ___.
- The limit of the evidence is that we don’t know which exceptions Rafa’s college uses.
- I would change my mind if ___.
- I would change my mind if Rafa’s family needed help that billing access cannot give.
Sample task answers for each grade band are in the educator edition for that band.
Evidence answers
Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.
Evidence A Parent and family access authorization, mailed to Rafa on October 5
Look closely: Which section covers billing, and which covers grades? Circle each yes-or-no box.
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | Paying the bill and seeing grades are two separate yes-or-no choices. | One question: What can the college share without Rafa saying yes? |
| Grades 9–10 | Billing and grades are separate sections, each with its own yes or no. | What the college may share without Rafa’s consent, and where he sends a change. |
| Grades 11–12 | Two separate consents. Section 3 lets Rafa change or withdraw either one in writing. | The exceptions that allow sharing without consent, and whether any fit Rafa. |
| College and community | Billing and grades need separate consents, and Section 3 allows a written change. | The exceptions that allow sharing without consent, and where a change goes. |
Evidence B Annual FERPA notice on the registrar’s page
Look closely: Which phrase tells you the law has exceptions? Underline it.
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | At college, Rafa holds the rights to see and share his records. | One question: When can the law allow sharing without his consent? |
| Grades 9–10 | The rights belong to the student, but the law allows some sharing without consent. | Which exceptions this college uses, and whether any of them fit Rafa. |
| Grades 11–12 | The rights sit with the student, and “except where the law allows” signals exceptions. | Which exceptions apply here, such as tax dependency, and who decides at the registrar. |
| College and community | The rights sit with the student. “Except where the law allows” signals exceptions. | Which exceptions this college uses, and whether any could apply to Rafa. |
Practice answers
The feedback students see for each choice on the student page.
Rafa is 18 and in college, and his parents help pay his tuition. Under the general FERPA rule, who holds the rights to his education records?
Why the best answer is best, by grade band
- Grades 6–8
- A. Rafa is 18 and in college, so the rights are his. Paying the bill does not give them back to his parents.
- Grades 9–10
- A. The rights transferred when Rafa turned 18 or started college. B mixes up paying with permission, and C wrongly makes a form the trigger for the transfer.
- Grades 11–12
- A. Under the general rule the rights are Rafa’s. B confuses paying with permission, and C reverses the rule: the form is how he shares, not how he gains rights.
- College and community
- A. The rights are Rafa’s because he is 18 and in college. B treats payment as permission, and C makes the form the source of his rights instead of a way to share them.
Whose perspective is missing?
Prompt: Whose view is missing from these documents? What would you ask them?
- Grades 6–8
- Rafa’s parents’ view is missing. I would ask what help they want with the bill.
- Grades 9–10
- The registrar’s view is missing. I would ask which exceptions this college uses and how Rafa changes his choice later.
- Grades 11–12
- His parents’ reasons are missing. The chat shows they want to help with the bill, but not why they asked for his login. I would ask what they need to see.
- College and community
- The records office’s view is missing. I would ask which exceptions this college uses, where a written change to the form goes and when it starts to count.
Discussion answers
The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.
What is the smallest amount of access that would give Rafa the help he wants from his family?
Heat check: Low- Grades 6–8
- Rafa could say yes to billing and no to grades. That lets his family pay without seeing his grades.
- Grades 9–10
- Billing access only. It lets his parents view statements and make payments, which is the help they asked for.
- Grades 11–12
- Section 1 alone. His family asked to help with the bill, and billing access covers that. Grades can wait until they talk.
- College and community
- Billing access alone. It covers the help his family asked for, and Section 3 lets him change his choice later in writing.
Why might Rafa want to talk with his family before he checks the box for grades?
Heat check: MediumWhy: Students may describe their own family’s rules about grades or money. Cool-down: Say: “We’re talking about Rafa’s family, not ours.” Return to what the chat shows his family asked for.
- Grades 6–8
- So his family knows why he is choosing. Talking first can keep them from feeling shut out.
- Grades 9–10
- The chat shows his parents want to help. Talking first lets him explain his choice before they see a box checked no.
- Grades 11–12
- The form separates billing from grades, but his family may not know that. Talking first lets him explain the difference before he decides.
- College and community
- His parents asked about the bill, not about grades. Talking first lets him explain the two permissions before they see a box marked no.
Someone says, “Parents can never see college records.” How would you revise that claim after reading this case?
Heat check: Low- Grades 6–8
- Parents usually need the student’s permission to see college records, but there are exceptions.
- Grades 9–10
- At college, parents usually need the student’s consent. But a college may share records if the student is a tax dependent.
- Grades 11–12
- Parents generally need an eligible student’s consent. The law allows, but does not require, sharing with parents of a tax dependent or in a health or safety emergency.
- College and community
- Parents generally need an eligible student’s consent. A college may still share records with parents of a tax dependent or in a health or safety emergency, but it is not required to.
Sample explanation
One way a student could explain the case in plain words:
Paying tuition and receiving academic information are different questions. Let’s check the permission for this particular record.
En español: Pagar la matrícula y recibir información académica son asuntos distintos. Revisemos el permiso para este expediente en particular.
Annotated student draft
Prompt: Explain to Rafa whether his family can see his grades because they help pay tuition.
First draft
Rafa, 1 your parents are paying so they can probably see everything, that’s how it works at most schools. My parents could always see my grades on the portal in high school. FERPA is a privacy law but 2 it’s mostly for kids. 3 Once you’re 18 it doesn’t really matter anymore. If you want to keep your grades private you should 4 just not give them your password. Honestly just 5 ask your parents what they want to see. They’re helping you a lot so it’s probably fair for them to know how you’re doing.
- Evidence. Paying the bill and seeing grades are separate permissions in the guide.
- Revise. Backwards: at 18 or in college, the rights transfer to the student.
- Revise. That’s exactly when the rights become Rafa’s.
- Audience. Practical, but the real route is the school’s authorization form.
- Strength. Good instinct: talking with family matters. Rafa decides what to authorize.
Revised draft
Rafa, under the general FERPA rule, the rights to your education records are yours now, because you’re 18 and in college. Paying tuition doesn’t automatically give your family access to your grades. At schools like the one in the guide, parent access for paying the bill is separate from permission to see academic records. You can decide what to share. Talk with your family about what help you actually want, then ask the records office which form covers that, what it allows and how to change it later. There are exceptions, so ask them which ones your college uses.
Rubric
Score each row. Proficient is the target for most students.
| Criterion | Beginning | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence | No source cited. | Refers to “privacy law” generally. | Cites the transfer rule and the separate-access guide. | Cites both and notes that exceptions exist. |
| Reasoning | States the rule backwards. | Gets the transfer right but merges billing and grades. | Separates paying from permission correctly. | Explains why least access is a reasonable choice. |
| Audience & purpose | Tells Rafa what to do. | Gives advice without a next step. | Leaves the decision with Rafa and names the records office. | Respects Rafa’s family relationship while protecting his choice. |
| Revision | No change. | Fixes one fact. | Fixes the rule and adds a next step. | Explains why each correction matters for Rafa’s decision. |
Support and challenge
Support
- Provide a one-sentence summary of each source above the original text
- Read the FAQ aloud and show a timeline visual
- Spanish vocabulary: expediente, consentimiento, divulgación, derechos
- Students with IEPs may use a fill-in guide instead of writing from scratch
- Never ask students to describe their own family arrangements
Supports written for each grade band:
Grades 6–8
- Frames: “Right now, __ can see my records. At 18 or in college, __.”
- Picture timeline: middle school, then high school, then age 18 or college
- Vocabulary cards: record, consent, rights
Grades 9–10
- Two-column organizer: billing access, academic access
- Model first paragraph
- Glossary
Grades 11–12
- Memo template: situation, options, recommendation, how to revoke
- Model of a least-access recommendation
College and community
- Two-column organizer: billing access and records access
- Paraphrase of each Department of Education FAQ with its link
- Sentence frame for exceptions: “In some situations, a college may share records with parents without the student’s consent, such as …”
Challenge
- Find your own school’s FERPA notice and summarize what it says about directory information and opting out
- Compare FERPA with your state’s student-privacy law, if it has one
- Grades 6–8
- Add one question you’d ask the school office about who can see your records.
- Grades 9–10
- Include a line explaining that exceptions exist without inventing which one applies.
- Grades 11–12
- Weigh family trust against privacy, and explain why the smallest useful access is a reasonable default.
- College and community
- Explain the exceptions accurately, such as a tax-dependent student or a health or safety emergency. Do not suggest that either applies to Rafa.
More extension prompts
These activities are not on the student page. Use them for students who finish early or want a different angle.
- Trace it to the source Journalism
- Use the university guide for its process and the federal source for the general rule. Do not expose a real record.
- Compare the options Public policy
- What assumptions about who should see records are built into a proposed access change?
- Reflect on your thinking Learning
- Revise the claim “parents can never see college records” after checking the source.
Try it at your school
Find your school’s records notice.
- Search your school or district website for its FERPA or “student records” notice
- Find out what counts as directory information and how families can opt out
- Write one question about who can see a record, and ask the front office or counselor
- If you’re heading to college, look up its parent-access and authorization forms early
Who to ask School counselor, registrar or records office, front-office staff
Stay safe Never post screenshots of grades, IDs or forms. Talk with a trusted adult about what to share and with whom.
Classroom resources
Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.
Read
Articles, official pages and case records.
Students and educators U.S. Department of Education, Student Privacy Policy Office
FERPA (statute and regulations)
Read the actual rule that decides when rights move from parents to an 18-year-old or college student.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on studentprivacy.ed.gov (opens in a new tab)Students and educators U.S. Department of Education, Student Privacy Policy Office
Parents and Students
Find plain-language answers and complaint steps for students and families about education records.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on studentprivacy.ed.gov (opens in a new tab)Teach
Lesson plans, slides and guides for you. These stay off the student pages.
For educators Common Sense Education
Privacy & Security lessons
Free lessons on what information you share, with whom, and how to decide before you click agree.
- Grades 6–8
- Grades 9–12
Links checked September 25, 2026.
Standards
Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.
| Grade | What students do | Standards |
|---|---|---|
| Grade 6 | Make a “my records, my family” card explaining who holds FERPA rights for a middle-school student and what changes at 18. Students make: Illustrated card, 4–6 sentences. | RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab) |
| Grade 7 | RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab) | |
| Grade 8 | RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab) | |
| Grades 9–10 | Write Rafa a one-page guide separating paying the bill from seeing grades. Students make: One-page guide, 200–250 words. | RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab) |
| Grades 11–12 | Write a decision memo for Rafa: what should he authorize, for whom, and how can he change it later? Students make: Decision memo, 350–450 words. | RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab) |
| College and community | Write a plain-language explainer for first-year students and their families, suitable for an orientation program or a student government page. It separates billing access from access to academic records and explains how a student changes an authorization. Students make: Explainer for students and families, 350–450 words, with three short questions and answers. |
|
| Social studies (C3) |
| D2.Civ.3.6-8 (opens in a new tab) D2.Civ.12.9-12 (opens in a new tab) D3.1.9-12 (opens in a new tab) |
What each standard means
RI.6.1- Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5- With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c- Ask and answer specific questions with details that add to the discussion.
SL.6.1.d- Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1- Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c- Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d- Take in new information from others and change your view when the evidence calls for it.
RI.8.1- Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c- Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d- Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1- Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2- Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c- Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d- Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1- Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2- Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c- Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d- Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.3.6-8- Examine where constitutions, laws and treaties come from, what they are for and what effects they have.
D2.Civ.12.9-12- Analyze how people use and challenge laws at different levels to address public issues.
D3.1.9-12- Gather information from sources with a wide range of views, using origin, authority, structure, context and corroboration to choose them.
Information Literacy VALUE Rubric- AAC&U’s rubric for finding, evaluating and using information for a purpose, ethically and legally. In this case: Students cite the Department of Education pages accurately and respect the limits on sharing confidential records.
Written Communication VALUE Rubric- AAC&U’s rubric for writing that fits its context and purpose, develops its content and uses sources and evidence. In this case: Students write one explainer for students and families at once.
Information Has Value- Information has value, including as a means to influence people, so credit, access and privacy matter. In this case: Students explain who controls access to education records and why an authorization can be limited or withdrawn.
Authority Is Constructed and Contextual- A source’s authority depends on its creator’s expertise and on the question it is being used to answer. In this case: Students weigh a college’s form and a federal FAQ as sources for different questions.
Plain wording is our paraphrase. The official text is at each link.
Course versions
Each course version changes what students read, make and show. The names are the official course names.
Open your course to see its task.
Honors (set by your school)
Task: Argue whether FERPA’s transfer at college should depend on who pays tuition.
- Students make
- Argument, 500–600 words.
- Assess
- The argument is judged on accuracy about current law, fairness to the parent perspective and the precision of its proposal, not on length.
Steps and sample answers
Steps students follow
- Reread Evidence B and the key idea. Note the transfer rule and one exception.
- Write a qualified claim in the planner.
- Write the paying parent’s strongest objection in one sentence.
- Plan your answer to that objection, using the dependent-student exception.
- Draft your introduction, one body paragraph and your counterargument in the Your draft boxes.
- Finish the argument on lined paper, 500 to 600 words in all.
- Check your argument with the questions on the Check your work page.
Sample answers for the task boxes
- Current law in two sentences
- FERPA rights transfer to the student at 18 or on starting college. A college may share records with parents of a tax dependent, but it is not required to.
- My qualified claim
- The transfer should not depend on who pays, as long as colleges explain the tax-dependent exception, because paying does not mean owning a student’s records.
- The strongest objection
- Under current law, a college may already share records with a parent who pays and claims Rafa as a tax dependent.
Sample draft: Introduction and claim
Sample answer Honors (set by your school)
Rafa’s parents help pay his tuition, and a form asks whether they should also see his grades. Under FERPA, the rights to his records transferred to him at 18 or in college. Some argue that paying should change that. I disagree, because 1 paying for school does not mean owning a student’s records.
- States a qualified position in one clause.
Sample draft: Body paragraph
Sample answer Honors (set by your school)
Rafa’s own form shows why. It treats billing and grades as separate choices, so 1 a family can pay without seeing grades. If payment decided access, a student whose family paid part of the bill would lose control of records about their own work. That rule would be 2 hardest on a student whose family situation makes sharing risky.
- Uses the case evidence as a working example.
- Tests the claim against a harder case.
Sample draft: Counterargument and response
Sample answer Honors (set by your school)
The strongest objection comes from a parent who pays and claims the student as a tax dependent. 1 Current law already allows a college to share records with that parent, though it does not require it. So the existing exception answers part of the objection. I would keep the rule and ask colleges to explain the exception on forms like Rafa’s.
- Engages the objection with accurate law.
Check your work questions
- Is your position clear and qualified?
- Do you describe current law, including the exception, accurately?
- Do you engage the paying parent’s view fairly?
- Do you propose a concrete alternative or defend the current rule with reasons?
- One change I made after feedback
- I added the dependent-student exception, because my first draft ignored the law that already answers part of the objection.
This case in the Honors (set by your school) educator edition
Open on screen Print this casePre-AP English 1 and Pre-AP English 2
Task: Closely examine the parent-access form field by field and write an evidence-based explanation of what it authorizes and what it doesn’t.
- Students make
- Observation table plus a 200-word explanation.
- Assess
- The observation table is checked for accurate field descriptions, and the explanation is scored for use of the form’s wording and a precise question about one ambiguity.
- Course skills
- Close observation and analysis, Higher-order questioning, Evidence-based writing.
Steps and sample answers
Steps students follow
- Record what each section of Evidence A says in the observation table.
- Predict what would change if Rafa checked yes in Section 2.
- Choose one unclear field with a partner, and agree on it using evidence.
- Write the question Rafa should ask the records office about that field.
- Write a 200-word explanation in the Your draft box, quoting the form.
- Check your explanation with the questions on the Check your work page.
Sample answers for the task boxes
- Section 1 says
- View account statements and make payments. Yes or No.
- Section 2 says
- Receive information about grades, enrollment and academic standing. Yes or No.
- If Section 2 were checked yes
- The person named would receive information about Rafa’s grades, enrollment and academic standing.
- The unclear field, and my question
- Section 3 says “in writing” but not where. My question: Where do I send a written change, and when does it start?
Sample draft: Your explanation, about 200 words
Sample answer Pre-AP English 1 and Pre-AP English 2
Rafa’s family-access form offers two separate permissions. Section 1 lets the person named 1 “view account statements and make payments.” Section 2 lets that person “receive information about grades, enrollment and academic standing.” Each section has its own yes-or-no box, 2 so Rafa can say yes to billing and no to grades. Section 3 says the authorization “stays in effect until the student changes or withdraws it in writing.” That means a choice made now can be changed later. 3 The form does not say where a written change goes, so Rafa should ask the records office before he signs. The form also does not mention exceptions. The college’s FERPA notice does: students may “consent to disclosures, except where the law allows disclosure without consent.” So the form controls what Rafa chooses to share, 4 but other rules also apply.
- Quotes the form’s own words for billing.
- Explains what the separate boxes allow.
- Names the unclear field precisely.
- Connects the form to the exceptions in the notice.
Check your work questions
- Do you describe each section of the form accurately?
- Do you separate billing from academic access?
- Do you quote the form’s own words?
- Do you ask a precise question about one unclear field?
- What I changed after my partner’s challenge
- I replaced a vague line about privacy with the form’s exact words for Sections 1 and 2, because the wording shows the split.
This case in the Pre-AP English 1 and Pre-AP English 2 educator edition
Open on screen Print this caseAP English Language and Composition
Task: Rhetorically analyze the university parent-access guide: how does it manage two audiences at once?
- Students make
- Rhetorical analysis, about 450 words.
- Assess
- The analysis receives practice feedback on the three AP Lang scoring rows, with commentary judged on how clearly it explains effects on each audience.
- Course skills
- Rhetorical Situation (RHS), Claims and Evidence (CLE), Reasoning and Organization (REO).
Steps and sample answers
Steps students follow
- Read the American University guide. Note who it seems to address first.
- Map the audiences: what parents want and what students control.
- Quote two phrases that separate billing from grades.
- Write a thesis on how the guide manages both audiences.
- Draft your introduction and one body paragraph in the Your draft boxes.
- Finish the analysis on lined paper, about 450 words in all.
- Check your analysis with the questions on the Check your work page.
Sample answers for the task boxes
- What parents want
- To pay the bill and see grades: “How do I access my child’s grades?”
- What students control
- Permission to discuss academic records, kept separate from billing access
- My thesis
- The guide answers a parent’s question in a parent’s words, then uses that answer to explain a limit that protects students.
Sample draft: Introduction and thesis
Sample answer AP English Language and Composition
American University’s parent-access guide is written for two readers who may want different outcomes. It asks, 1 “How do I access my child’s grades?” 2 The question speaks in a parent’s voice, so parents feel addressed. The answer separates bill payment from permission to discuss academic records. The guide answers a parent’s question in a parent’s words, then uses that answer to explain a limit that protects students.
- Quotes the guide’s own question.
- Names a specific choice: point of view.
Sample draft: Body paragraph
Sample answer AP English Language and Composition
Asking about “my child” is a choice about trust. A parent who reads that phrase expects help, not a warning. The guide keeps a neutral tone as it separates parent online access for account activity and bill payment from authorization to discuss academic records. By placing the limit inside a helpful answer, it lets a parent learn that billing access does not include viewing grades 1 without feeling accused. 2 A student reading the same page sees that permission for grades is a separate step.
- Explains the effect on one audience.
- Explains the effect on the second audience.
Check your work questions
- Does your thesis identify the guide’s two audiences and its purpose?
- Do you analyze structure and diction with quotations?
- Do you explain the effect on each audience?
- Does your commentary go beyond summary?
- One change I made after feedback
- I added two sentences of commentary after each quotation, one for each audience’s likely reading.
This case in the AP English Language and Composition educator edition
Open on screen Print this caseAP United States Government and Politics
Task: Concept application: FERPA applies to schools that receive U.S. Department of Education funds. Explain how Congress uses conditions on spending to set privacy rules, and how a statutory privacy right differs from a constitutional one.
- Students make
- Concept-application response, about 300 words.
- Assess
- Each part is checked for an accurate description of the concept and a clear application to Rafa, in the style of the Concept Application question.
- Course skills
- Unit 1: Foundations of American Democracy, Unit 3: Civil Liberties and Civil Rights, Concept Application.
Steps and sample answers
Steps students follow
- Read Evidence B and the key idea. Note who FERPA gives rights to.
- Explain in the planner how Congress attaches conditions to federal funds.
- Fill in the chart: statutory right and constitutional right.
- Apply both ideas to Rafa’s records in two or three sentences.
- Write your response, about 300 words, in the Your draft boxes.
- Check your response with the questions on the Check your work page.
Sample answers for the task boxes
- How the spending power sets the rule
- Congress attaches conditions to federal education funds. FERPA applies to schools that receive U.S. Department of Education funds.
- A statutory right
- Created by a law Congress passed, like FERPA. Congress can amend it.
- A constitutional right
- Comes from the Constitution itself, not from a law Congress passed.
Sample draft: Part A: the spending power
Sample answer AP United States Government and Politics
Congress used its spending power to set FERPA’s rules: the law applies to schools that receive U.S. Department of Education funds. 1 A college that accepts the money accepts the conditions, including rules about who may see education records.
- Explains the spending-power mechanism.
Sample draft: Part B: statute and Constitution
Sample answer AP United States Government and Politics
FERPA is a statute, so Rafa’s right to control his records comes from a law Congress passed, 1 not from the Constitution. Congress could amend it. Its exceptions, such as sharing with parents of a tax dependent, are part of the same law.
- Draws the statute and Constitution distinction.
Sample draft: Part C: apply to Rafa
Sample answer AP United States Government and Politics
1 Rafa’s college posts an annual FERPA notice, which suggests it follows FERPA, so the rights to his records are his. A private college that accepts no federal funds 2 might not be covered, so a student there would need to check its own rules.
- Applies the concept with evidence from the case.
- Answers the challenge without overstating.
Check your work questions
- Do you explain the spending-power mechanism accurately?
- Do you distinguish a statute from the Constitution?
- Do you apply both ideas to Rafa?
- Do you use correct terms?
- One change I made after feedback
- I changed my claim that FERPA is a constitutional right, because FERPA is a statute that Congress passed using its spending power.
This case in the AP United States Government and Politics educator edition
Open on screen Print this caseAP Seminar
Task: Individual written argument on “How much should families know about a young adult’s life?”, using a stimulus packet.
- Students make
- Individual written argument, 1,200–1,500 words.
- Assess
- The argument is scored with an educator-adapted rubric modeled on the published Individual Written Argument expectations; it is practice, not a Performance Task 2 submission.
- Course skills
- Understand and Analyze, Evaluate Multiple Perspectives, Synthesize Ideas.
Steps and sample answers
Steps students follow
- Read the stimulus packet and annotate each source for its perspective.
- Write a research question in the planner.
- Fill in the perspective map: legal, cultural and personal.
- Write a thesis that answers your question with a clear position.
- Draft your introduction, one body paragraph and your limits in the Your draft boxes.
- Write the full argument, 1,200 to 1,500 words, on lined paper or in the workspace.
- Check your argument with the questions on the Check your work page.
Sample answers for the task boxes
- My research question
- When a family helps pay for college, how much should they know about a young adult’s academic life, and who should decide?
- Three perspectives
- Legal: FERPA gives the rights to the student at 18 or in college. Cultural: families differ in how much they share. Personal: Rafa wants help with the bill and time to talk about grades.
- My thesis
- Families should know what the young adult chooses to share, and the law’s default rightly gives that choice to the student.
Sample draft: Introduction
Sample answer AP Seminar
Rafa’s parents help pay his tuition, and the family chat asks whether he has signed a form that could share his grades. 1 His situation raises a wider question: when a family helps pay for college, how much should they know about a young adult’s academic life? 2 The law gives one answer, and families give many others. I argue that the law’s default rightly leaves that choice to the student.
- Leads from the case to the research question.
- Signals more than one perspective.
Sample draft: Body paragraph: the legal perspective
Sample answer AP Seminar
The legal perspective is the clearest. Under FERPA, the rights to education records transfer to the student at 18 or on starting college. Paying tuition does not transfer them back. American University’s guide applies this by separating parent billing access from permission to discuss academic records. The law does not forbid sharing. 1 It makes sharing the student’s choice, with some exceptions.
- Represents the law accurately, exceptions included.
Sample draft: Limits of my argument
Sample answer AP Seminar
This argument has limits. It relies on one federal law and one university’s process, and other colleges and countries may differ. The cultural source in my packet 1 speaks for its authors, not for every family who shares its background.
- Presents a cultural source without generalizing about a group.
Check your work questions
- Is your research question clear and focused?
- Do you evaluate legal, cultural and personal perspectives?
- Is your argument your own synthesis, not a summary?
- Do you acknowledge the limits of your argument?
- One change I made after feedback
- I cut a sentence that said all families from one culture share grades, because it generalized about a group.
This case in the AP Seminar educator edition
Open on screen Print this caseOfficial course framework: College Board, AP Seminar course page (opens in a new tab)
Pre-IB (a school pathway, not an IB program)
Task: Write a structured explanation for incoming college students that keeps three layers apart: the federal rule, its exceptions and one university’s process. Then take part in a two-minute recorded conversation on the question: how do we decide who has a right to know something about us?
- Students make
- Structured explanation (400–500 words) plus a two-minute recorded conversation.
- Assess
- The educator applies the school’s own pre-IB rubric for accuracy, source use and discussion; no IB criteria, marks or grades are assigned.
Steps and sample answers
Steps students follow
- Sort the sources in the organizer: federal rule, exception or local process.
- Match each claim you plan to make with the source that supports it.
- Name one limit of each source.
- Draft three paragraphs in the Your draft boxes, one for each layer.
- Finish the explanation on lined paper, 400 to 500 words.
- Record a two-minute conversation with a partner on who has a right to know about us.
Sample answers for the task boxes
- Federal rule, and its source
- Rights transfer to the student at 18 or in college. Source: the “What is FERPA?” FAQ.
- Exception, and its source
- A college may share with parents of a tax dependent. Source: the FAQ on parent access.
- Local process, and its source
- Billing access does not include viewing grades. Source: the American University guide.
- One limit of each source
- The FAQ can’t say what Rafa’s college does. The AU guide covers one university. The form doesn’t list exceptions.
Sample draft: Layer 1: the federal rule
Sample answer Pre-IB (a school pathway, not an IB program)
The federal rule comes first. The U.S. Department of Education explains that FERPA rights transfer to the student at 18 or when the student attends school beyond high school. Rafa is 18 and in college, so the rights are his. 1 This source states the rule, but it cannot say how Rafa’s college applies it.
- Names a limit of the source.
Sample draft: Layer 2: the exceptions
Sample answer Pre-IB (a school pathway, not an IB program)
The second layer is exceptions. The Department explains that a college may still share records with parents without consent in specific situations. Examples are a student who is a tax dependent and a health or safety emergency. 1 The word “may” matters: the sharing is allowed, not required.
- Reads the exception precisely.
Sample draft: Layer 3: one university’s process
Sample answer Pre-IB (a school pathway, not an IB program)
The third layer is local. American University’s guide separates parent billing access from permission to discuss academic records. 1 That shows one way a college can apply the rule. It does not show what Rafa’s college does, so 2 he should ask his records office.
- Keeps the local process distinct from the federal rule.
- Names what remains uncertain.
Check your work questions
- Do you keep the rule, the exceptions and the local process distinct?
- Is each claim matched to a source that can support it?
- Do you name what remains uncertain?
- Did you respond to your partner with evidence in the conversation?
- One point my partner made, and my response
- My partner said paying parents have a right to know. I responded that the law separates paying from permission, with exceptions.
This case in the Pre-IB (a school pathway, not an IB program) educator edition
Open on screen Print this caseIB Middle Years Programme (MYP)
Task: Investigate “Who owns information about me?” and create an infographic for students turning 18.
- Students make
- Infographic plus 150-word process journal.
- Assess
- The educator uses Individuals and societies criteria A and C and Language and literature criterion B, applying the school’s own year-level descriptors.
- Course skills
- Individuals and Societies A: Knowing and understanding, Individuals and Societies C: Communicating, Language and Literature B: Organizing.
Steps and sample answers
Steps students follow
- Write the statement of inquiry at the top of your planner.
- Reread Evidence A and B. Note who holds the rights and what the form separates.
- Rate each source with the checklist: official, institutional or fictional.
- Plan four panels for your infographic in the planner.
- Draft the panel text and a 150-word process journal in the Your draft boxes.
- Design the final infographic for students turning 18.
- Check your work with the questions on the Check your work page.
Sample answers for the task boxes
- Statement of inquiry
- As young people gain legal control over information about themselves, their choices about sharing shape their relationships and independence.
- How reliable is each source?
- The FERPA FAQ is official. The AU guide is one university’s process. Rafa’s form and notice are fictional.
- My four panels
- 1. Who holds the rights. 2. What changes at 18 or college. 3. Paying vs. seeing grades. 4. Questions to ask.
Sample draft: Panel text
Sample answer IB Middle Years Programme (MYP)
Who holds the rights? Until 18, your parents hold FERPA rights to your school records. 1 At 18 or when you start college, the rights transfer to you. Paying is not seeing: a family can pay the bill without seeing grades, if the forms keep them apart. 2 Exceptions exist, so ask. Before you sign: which record, who gets it and how do you change your mind?
- States the rule accurately for peers.
- Avoids promising total privacy.
Sample draft: Process journal, about 150 words
Sample answer IB Middle Years Programme (MYP)
I started by asking who owns information about me. The FERPA FAQ gave the rule, but Rafa’s form showed how it works in practice. I learned to 1 keep three sources apart: the federal rule, one university’s process and a fictional form. For my infographic, I cut legal words and put the change at 18 in the middle, because that is the change students notice. Comparing FERPA with an app’s privacy settings reminded me that different rules apply to different information. 2 Controlling a record is part of becoming an adult, and so is deciding what to share with family.
- Shows source evaluation in the journal.
- Connects the work to identity and independence.
Check your work questions
- Is your FERPA content accurate?
- Is the infographic organized so a peer can follow it?
- Did you evaluate each source?
- Does your journal reflect on identity and independence?
- One change I made after feedback
- I added “Exceptions exist, so ask” to my panel on paying and seeing, because my first version promised total privacy.
This case in the IB Middle Years Programme (MYP) educator edition
Open on screen Print this caseOfficial course framework: International Baccalaureate, MYP curriculum (opens in a new tab)
IB Diploma Programme: Language A: language and literature
Task: Write a guided textual analysis of the university’s parent-access guide in response to the guiding question, treating it as an institutional text written for families and students at once.
- Students make
- Guided analysis, 600–800 words, written in 75 minutes.
- Assess
- The educator gives practice feedback on understanding and interpretation, analysis of the writer’s choices, focus and organization, and language; no IB marks are predicted.
Fit: partial. The university guide is a genuine non-literary text written for two audiences, which suits Paper 1 practice on structure and address, but it is procedural and thin on style, so pair it with a richer text type for a full rehearsal.
Steps and sample answers
Steps students follow
- Read the guiding question printed above the American University guide.
- Annotate the guide for structure, headings, forms of address and conditional wording.
- Write a thesis that answers the guiding question.
- Plan three body paragraphs in the planner.
- Write your analysis in 75 minutes, 600 to 800 words, starting in the Your draft boxes.
- Read the federal FAQ after drafting and note one point your analysis could add.
Sample answers for the task boxes
- My thesis
- The guide lets families in through a question in their own voice, then uses its answer to mark where their access ends.
- Three body paragraphs
- 1. The question-and-answer structure. 2. Address: “my child” and the parent’s voice. 3. Separating billing access from permission for academic records.
Sample draft: Opening paragraph and thesis
Sample answer IB Diploma Programme: Language A: language and literature
American University’s parent-access guide is an 1 institutional text with two readers: families who help pay and students who hold rights to their records. It asks, “How do I access my child’s grades?” 2 That question is written in a parent’s voice. The guide lets families in through a question in their own voice, then uses its answer to mark where their access ends.
- Identifies text type and audience in the first sentence.
- Analyzes a form of address.
Sample draft: First body paragraph
Sample answer IB Diploma Programme: Language A: language and literature
The question-and-answer structure shapes the reader’s path. A parent arrives with a question and receives an answer, 1 which feels like service, not refusal. The answer separates parent online access for account activity and bill payment from authorization to discuss academic records. By stating that billing access does not include viewing grades, the guide draws a firm line in a calm register. A parent learns the limit as a practical fact. 2 A student reading the same page sees that permission for academic records is a separate step.
- Explains the effect of the structure on families.
- Explains the effect on the second audience.
Check your work questions
- Do you respond directly to the guiding question?
- Do you analyze structure, address and diction with precise references?
- Do you explain effects on both audiences?
- Is your analysis organized and written in clear academic language?
- What I would add after reading the FAQ
- After reading the FAQ, I would add that the guide’s separation matches the federal rule that rights transfer to the student.
This case in the IB Diploma Programme: Language A: language and literature educator edition
Open on screen Print this caseSteps and sample answers for each course are in the educator edition for that course.
Not recommended for this case
- IB Diploma Programme: Global politics
- FERPA is a domestic statutory privacy rule applied through one institution’s forms; the case involves no contest over power, sovereignty or legitimacy between political actors, so it does not support a Global Politics task.
Sources
Case sources
- U.S. Department of Education, Student Privacy Policy Office, “What is FERPA? (opens in a new tab).” No date listed. The basic rights and when they transfer to the student.
- U.S. Department of Education, Student Privacy Policy Office, “What is an education record? (opens in a new tab).” No date listed. Which records fall within the definition.
- U.S. Department of Education, Student Privacy Policy Office, “Must postsecondary institutions provide a parent with access to an eligible student’s education records? (opens in a new tab).” No date listed. When a college may share records with parents without consent, including when a student is a dependent for federal tax purposes.
- U.S. Department of Education, Student Privacy Policy Office, “Student privacy questions (opens in a new tab).” No date listed. More specific situations and exceptions.
- American University, AU Central, “FERPA and parent-access guide (opens in a new tab).” No date listed. The real guide that starts this case. It is one university’s process, not the rule for every college.
Research behind the lesson
These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.
- Cornell Legal Information Institute, No date listed. Authority and jurisdiction (opens in a new tab). Legal reference. Whether legal authority binds a decision-maker depends on the relevant jurisdiction and legal system. Keep in mind: This reference introduces a concept. The actual rule, jurisdiction, facts and current primary sources must be checked in each case.
- Jeong-Nam Kim and James E. Grunig, 2011. Situational theory of problem solving (opens in a new tab). Research article. How people recognize a problem, connect it to their lives and perceive barriers helps explain their communication about it. Keep in mind: A prompt for asking about people’s circumstances, not a way to infer someone’s beliefs from their identity.
Professional codes
- American Association of Collegiate Registrars and Admissions Officers (AACRAO), AACRAO Ethics and Practice (opens in a new tab). Adopted by the AACRAO Board on December 3, 2009; amended March 31, 2010; ratified by members April 23, 2010; reviewed without changes in 2016 and 2019.
- National Communication Association (NCA), Credo for Ethical Communication (opens in a new tab). Approved by the NCA Legislative Council in 1999; reaffirmed in 2011; reaffirmed with edits in 2017 and 2024.
Standards and course frameworks
- Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
- College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
- College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, Language A: language and literature course page (opens in a new tab). Checked September 25, 2026.
- American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
- Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.
Margin notes
- Evidence to check
- A question to ask
- A rule or process
- A connection
The companions are characters in the story. Their notes point to something to check or ask.
AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.
