Focus Area 3
2025-2026 

• Student Supports: 

  • Provide tech-free alternatives during unstructured times (e.g., games, gym, outdoor time)

  • Offer explicit instruction in interpersonal communication, coping skills and self-advocacy.

  • Learn how to “lose with grace.”

• Districtwide Expectations: Establish consistent device use guidelines and clarify bell-to-bell policies across all grade levels.

• Parent Communication: Use platforms like ParentSquare to inform families of expectations, available tools, and transition strategies. Align messaging between school and home 

• Clear expectations on how / where info will be shared.  ParentSquare, email, Google Classroom, paper handouts, etc.

• Continue to update school handbooks to reflect common practices

• Comprehensive Curriculum: Introduce a consistent K–12 framework covering responsible tech use, online safety, email etiquette, privacy, AI literacy, and app evaluation.

• Peer Leadership: Empower students to take active roles through peer-led panels, campaigns, and digital safety workshops that model responsible behavior.

• AI Readiness: Teach students how to detect misinformation, deepfakes, and responsibly use AI tools. Prepare staff and families with up-to-date knowledge of emerging tech.

• Digital Literacy Courses: Expand beyond 6th grade with electives or advisory-based digital fluency lessons.

  • Elementary K-5 digital literacy curriculum: developed and piloted at Woodland -- expand districtwide?

• Education and Resources: Offer short, accessible video tutorials, tech-focused curriculum nights, and app “snapshots” for caregivers. Share monthly safety tips through school communications.

• Home Habits: Promote phone-free meals, bedtime device limits, and family agreements on tech use. Encourage parents to be aware of their child’s contacts and app usage.

• Summer Pilots: Practice new tech policies during summer programs to prepare students for fall implementation.

• Staff Support: Train educators to balance tech use with traditional instruction and guide students in executive functioning and focus-building.

Equity and Inclusion: Ensure accommodations for students with disabilities, English Language Learners (ELLs), and others who use devices as supports. Avoid one-size-fits-all approaches. 

• Continue to evaluate facilities for improvements to provide safe, welcoming and accessible/ADA-compliant learning environments