Environment & Culture

Board-adopted policy governing student personal devices — phones, smartwatches, earbuds, tablets, personal laptops, emerging wearables — defining where, when, and how they may be used and stored across the school day. Pairs with 4.2 Practice & Pedagogy.

How the device policy lives day-to-day. Both the cultural layer (shared rationale, family understanding, teacher consistency on transitions and on-the-spot decisions) and the spatial layer (storage, charging, layout, signage, device-free zones, transition routines) shape the answer. Pairs with 4.1 binding policy upstream and 2.3 student-agency curriculum it scaffolds.

District-level expectations for how much, when, and for what purposes students use screens — grade-band and subject differentiated, attending to quality (what's on the screen) and to the trade-off with non-screen learning time.

Intentional analog practices — handwriting, physical books, in-person discussion, sustained silent reading, art and making, physical movement, face-to-face collaboration, unstructured outdoor time — as cognitive counterweights to screen-mediated learning.

Tech and AI dimensions of special-education service delivery — assistive devices and software, IEP-aligned accommodations during AI use, sped-IT-curriculum coordination, AI accommodation accuracy review, IDEA compliance. Distinct from 1.8 (general equity audit): the dedicated audit for students with IEPs and 504s.