2025-26 School Year
Policy Overview
Provide a brief description of the distraction-free schools policy, including grades covered, devices covered, enforcement expectations, and any notable implementation details.
The elementary school has an off and away policy for all students throughout the entire school day. The high school has students utilize a Yondr pouch or keep their phone off and away throughout the day. If a student is caught using their phone, the phone is kept in the main office until the end of the school day.
Enforcement Summary
- Total Student Enrollment: 732
- Students Receiving at Least One Violation: 31
- Total Violations Recorded: 42
- Verbal Warnings: 75
- Device Confiscations: 15
- Parent Notifications: 42
- Detentions: 4
- Other Disciplinary Actions: 38
Demographic Analysis
Provide non-identifiable demographic information regarding students who faced disciplinary action for noncompliance with the policy.
| Demographic Group | Enrollment % | Students Disciplined % | Difference |
|---|---|---|---|
| Female | 3% | 50% | (47%) |
| Male | 3% | 50% | (47%) |
| Students with Disabilities | .01% | 12% | (11.99%) |
| Economically Disadvantaged | .02% | 40% | (39.98%) |
| English Language Learners | 0 | 0 | 0 |
| White | .04% | 97% | (96.96%) |
| Black/African American | 0 | 0 | 0 |
| Hispanic/Latino | .001% | .03% | (.029%) |
| Asian | 0 | 0 | 0 |
| Multiracial | 0 | 0 | 0 |
| Other | 0 | 0 | 0 |
Findings and Interpretation
Describe trends observed in the data, identify any disparities, discuss possible contributing factors, and explain how the district/BOCES will continue monitoring enforcement practices.
During the 2025–2026 school year, the district reported 31 students receiving disciplinary consequences at the Junior/Senior High School (JSHS) related to electronic device violations. At the elementary school, there were no electronic device referrals or related disciplinary actions during the reporting period. This difference is not unexpected given the increased access to and use of personal electronic devices among secondary students.
Of the 31 JSHS students disciplined for electronic device violations, approximately 40% were identified as economically disadvantaged, 12% were students with disabilities, and 97% were White. The racial composition of students receiving consequences is generally consistent with the overall demographics of the district. Given the relatively small number of students involved, the district will interpret percentage-based comparisons cautiously, as a change involving only a few students can significantly affect reported rates.
The data indicate that electronic device-related disciplinary concerns were concentrated at the secondary level, with no referrals occurring at the elementary level. Possible contributing factors include differences in student age, developmental level, access to personal devices and social media, and patterns of device use among middle and high school students.
The district will continue to monitor electronic device referrals and disciplinary consequences at both the elementary and secondary levels. Data will be reviewed for overall frequency, repeat violations, grade level, and potential disparities related to student demographics, economic disadvantage, and disability status. The district will also monitor the consistency of enforcement practices to ensure that expectations are applied fairly and equitably. As additional data are collected, the district will use identified trends to inform student education, family communication, staff guidance, and implementation of the district’s distraction-free schools practices.
Statistical Significance Determination
Was a statistically significant disparate impact identified?
No.
Mitigation Action Plan
No statistically significant disparate impact was identified based on the district’s review of electronic-device disciplinary data for the 2025–2026 school year. Therefore, a mitigation plan is not required at this time. The district will continue to monitor electronic-device referrals and disciplinary outcomes to identify any emerging trends or disparities and to ensure consistent and equitable enforcement of district expectations.