Cell Phone Procedures
Personal Electronic Device: Bell to Bell Ban
Discipline Overview for Personal Device Violations
Frequently Asked Question
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Students with medical or health needs (e.g., diabetic monitoring) may receive accommodations on a case-by-case basis, which will be determined with a 504 or IEP.
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Yes. Any device that can transmit communication or receive notifications, such as smartwatches, must be turned off and stored away.
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Students who bring phones or other personal devices to school must keep them powered off or in airplane mode and stored in their lockers or cubbies during the school day.
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You may call the school office, and they will be able to relay information to your student or students may also use the phone in the school office to call home if needed.
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As has always been our practice, school staff—including administrators, teachers, nurses, or other appropriate personnel—will contact parents or guardians directly if there is an issue involving their child.
In the event of a school-wide or district-wide emergency or other large-scale situation, the District will use its automated notification system to communicate with families. Notifications may be sent via phone call, email, text message, and through the ParentSquare app to ensure families receive timely and important information.
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Students may use their devices before and after school. However, once students enter the building at the beginning of each school day, they must turn off their devices and store them. The purpose of this is to create an educational environment free of technological distractions. If the student is involved in extracurricular activities before or after the school day, it will be at the coach/advisor's discretion on the use of cell phones.
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Staff members are expected to model these expectations by limiting personal electronic device use during instructional time and reinforcing consistent implementation of the District's electronic device procedures.
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Please refer to the Discipline Charts or the Student Handbook for details.

