What this is
Stated district approach to online access and filtering — ranging from maximum restriction to teaching student judgment — articulating how filtering decisions connect to instructional and developmental goals rather than defaulting to vendor settings.
Why it matters
CIPA is the legal floor. Beyond compliance, filtering decisions reflect district values — about student judgment, research access, and safety. The opportunity is to make filtering a deliberate pedagogical choice that staff, families, and students can understand.
Connects to
The Framework: Condition #11 (Cognitive Counterweights). Informs instructional practice across Layers 2–4.
Maturity levels
Not Started
No stated philosophy. Filter settings are whatever the vendor provides or IT defaults. No pedagogical input.
Emerging
CIPA compliance achieved. Filter settings managed by IT without curricular or librarian input. No written philosophy or rationale shared with staff or families.
Established
Written philosophy articulating how filtering connects to instructional and developmental goals. Process for reviewing and addressing over-blocking. Librarians and media specialists involved in filter decisions.
Expanding
Philosophy differentiated by grade band, reflecting developmental readiness to exercise judgment. Clear student and teacher override request process. Filter decisions reviewed annually with curricular and student input. Philosophy transparent to families.
Go deeper with
Example resource
AASL intellectual freedom and filtering resources
Also consider
- American Library Association Office for Intellectual Freedom
- Electronic Frontier Foundation (EFF) — student privacy and over-blocking research
- CoSN — Internet filtering and CIPA guidance