HomeMy WebLinkAbout2025-02-27 School Committee PacketOpen Session 7:00p.m.
Reading Memorial High School Library
Reading, MA
Reading Public Schools
School Committee Meeting Packet
February 27, 2025
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 1
2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-02-27 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda: Revised
Purpose: Open Session
Meeting Called By: Thomas Wise, Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding
Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of
operation and make necessary arrangements to be sure your posting is made in an adequate
amount of time. A listing of topics that the chair reasonably anticipates will be discussed at
the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
7:00 p.m. A. Call to Order
7:00 p.m. B. Public Comment
Focus on Excellence – Unified Bocce
Consent Agenda
1. Minutes (01-30-2025)
2. Acceptance of the Jae S. Lim Foundation Grant Award
3. Acceptance of FY25 IDEA IEP Grant Award
4. RMHS Robotics Competition Field Trip Request (2)
5. Reading Track Donation
6. Pegasus Springs Donation
Accounts Payable Warrant Reports
1. 01-30-2025
2. 02-06-2025
3. 02-11-2025
4. 02-20-2025
Reports
1. Student
2. Interim Director of Finance and Operations
3. Superintendent
4. Liaison/Sub-Committee
7:15 p.m. D. Old Business
1. Discussion and Vote on FY26 School Calendar (A)
7:30 p.m. E. New Business
1. FY25 Q2 Financial Report
2. FY26 Kindergarten Enrollment Update
Town of Reading
Meeting Posting with Agenda
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed
at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 2
3. Approve the awarding of the David B. Libby Scholarship (A)
4. Discussion and Potential Vote on a Town Meeting Warrant Article
for School Bus Camera Enforcement Systems per Chapter 399 of
the Acts of 2024
5. Discussion on Cell Phone Policy
6. Notification of Upcoming Policy Votes
F. Information / Correspondence
1. “RE: School Committee Meeting 2/27” – SOCA4EJI
8:30 p.m. Adjourn
Join Zoom Meeting
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Consent Agenda
Reading Public Schools
School Committee Meeting Packet
February 27, 2025
Town of Reading
Meeting Minutes
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2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2025-01-30 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Tom Wise, Erin Gaffen, Shawn Brandt, Sarah McLaughlin (remote) and Carla
Nazzaro
Members - Not Present:
Charles Robinson
Others Present:
Assistant Superintendent for Learning and Teaching Dr. Sarah Hardy,
Assistant Superintendent for Student Services Dr. Jennifer Stys, Interim
Director of Finance and Operations Phil Littlehale and Superintendent Dr.
Thomas Milaschewski
Minutes Respectfully Submitted By: Olivia Lejeune on behalf of the chairperson.
Topics of Discussion:
A. Call to Order – Mr. Wise called the meeting to order to review the agenda.
Roll Call Attendance – Mrs. Nazzaro – here, Mr. Brandt – here, Mrs. Gaffen – here, Ms.
McLaughlin – here, Mr. Wise – here
B. Public Comment – None
Focus on Excellence
1. Recognition of Joshua Eaton Spelling Bee Winners
Students in grades 3–5 from Joshua Eaton were recognized for their accomplishments as
winners of the 17th annual spelling bee contest. They also shared insights about the process
and served as moderators, providing words for the committee to spell.
Consent Agenda
1. Minutes (01-23-2025)
2. Approved FY26 SEEM Collaborative Budget
Accounts Payable Warrant Reports
1. 01-23-2025
Mrs. Gaffen motioned to approve the consent agenda, seconded by Mrs. Nazzaro.
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Roll Call Vote – Mrs. Nazzaro – yes, Mr. Brandt – yes, Mrs. Gaffen – yes, Ms. McLaughlin –
yes, Mr. Wise – yes
The vote passed 5-0.
Reports
1.Interim Director of Finance and Operations – Mr. Littlehale shared that the Food
Services department recently completed its annual program review with DESE,
which went very well. Additionally, the price of adult meals will be increased.
2.Assistant Superintendent for Learning and Teaching – Dr. Hardy discussed a grant
received to support the implementation of IM, helping to enhance programs. She
highlighted the great work teachers are doing in the implementation process. This
grant funding allows for 14 professional development sessions.
3.Assistant Superintendent for Student Services – Dr. Stys discussed the completion of
the LEAD program review and the creation of a video showcasing the outstanding
work of staff and students. She also expressed gratitude to Renee Limauro for her
contributions to the program.
4.Superintendent – Dr. Milaschewski thanked the DPW for quickly installing a new
fence at Wood End after town meeting approved the funding. He also expressed
appreciation for Career Day at the high school, recognizing Ms. Lynna Williams, the
guidance counselors, and the 40+ community members who took the time to
engage with juniors and seniors.
5.Students – Student representatives reported the following :
a.Career Day – Students discussed their experiences and the exposure to
various professional careers.
b.PTO Meeting – Principal Callanan attended the quarterly PTO meeting to
provide an update on the school improvement plan and an overview of
new courses for the 2025-2026 school year.
c.Future Freshman Night – Recently welcomed incoming 9th graders,
followed by middle school visits from Principal Callanan, Ms. Williams, and
Ms. Buckley.
d.Report Cards – Semester one report cards will be posted on January 31st.
e.Upcoming Events: School Council meeting, Early release on February 7th,
February break
i.One student noted their participation in the Costa Rica trip during
the break.
6.Liaison/Sub-Committee
a.Mrs. Nazzaro – The Killam School Building Committee will meet on Monday
to vote on the proposed budget and the schematic design package being
submitted to the MSBA. The final vote will go to voters on May 13th.
b.Mr. Brandt – No report
c.Mrs. Gaffen – No report
d.Ms. McLaughlin – No report
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e. Mr. Wise – No report
E. New Business
1. SRO Search Process
Chief Clark and Officer Lewis discussed the partnership between the Reading Public Schools
and the Reading Police Department and shared some exciting news. Officer Lewis has been
promoted to detective, leaving an opening for his School Resource Officer (SRO) position. In
addition, Officer Cooper (SRO comfort dog) will also be promoted to detective.
Chief Clark outlined the process for selecting a new SRO. The position is currently posted
and is open only to internal candidates within the Reading Police Department. Once a final
list of candidates is determined, interviews will be conducted by both town and school
representatives. Officer Lewis will continue in his role through the end of the school year,
with the newly selected SRO working alongside him and Officer Vatcher to meet staff and
students and become familiar with the school community. At the start of the next school
year, Officer Lewis will continue working with the new SRO to ensure a smooth transition.
Once fully transitioned, Detective Lewis and Detective Cooper will regularly visit the school.
Additionally, there are plans to introduce a new comfort dog to support the incoming SRO.
Notably, the job posting for the SRO position includes the addition of a comfort dog as part
of the role.
2. SY 2025-26 Calendar Review and Discussion
Dr. Milaschewski reviewed the draft calendar for the 2025-2026 school year, with outlined
changes detailed in the accompanying memo. Dr. Hardy and RTA President Jess Bailey have
also engaged in discussions regarding potential adjustments.
Questions and comments from the committee included the following:
• Add quarter dates to the calendar.
• Consider shifting the October in-service day to October 14th.
• While the committee understands the teacher rationale for moving early release
days to Wednesdays instead of Fridays and, if implemented, ensure extensive public
communication, as this would be a significant adjustment for families. Committee
members expressed concerns about families with students at different grade levels,
given that Fridays are already early release days for some.
• Correct the January 1-2 dates to ensure both are marked as days off.
• Consider extending winter break to include December 22-23.
A polished proposal and updated calendar will be presented at the next meeting.
D. Old Business
1. FY26 Budget – Final Discussion and Vote (A)
Page | 4
Dr. Milaschewski reviewed the FY26 Recommended Budget materials included in the
packet, which consist of the budget book, presentation, and an FAQ document. The FAQ
document was compiled from questions submitted via email, during School Committee
meetings, and at the budget hearing.
The School Committee requested that, if an additional kindergarten teacher is not needed
based on enrollment, priority should be given to other key requests. If reallocating funds,
Dr. Milaschewski noted directing them to non-personnel budget lines, which have been
level-funded in recent years.
Mrs. Gaffen motioned to approve the FY26 school budget, seconded by Mrs. Nazzaro.
Roll Call Vote – Mrs. Nazzaro – yes, Mr. Brandt – yes, Mrs. Gaffen – yes, Ms. McLaughlin –
yes, Mr. Wise – yes
The vote passed 5-0.
Mrs. Gaffen motioned to adjourn the meeting, seconded by Mrs. Nazzaro.
Roll Call Vote – Mrs. Nazzaro – yes, Mr. Brandt – yes, Mrs. Gaffen – yes, Ms. McLaughlin –
yes, Mr. Wise – yes
The vote passed 5-0.
https://www.youtube.com/watch?v=qzn0OlRPePk
Meeting Adjourned from regular session at approximately 8:02pm.
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Mr. Phil Littlehale, Director of Finance and Operations
DATE: February 5, 2025
FR: Olivia Lejeune, Executive Assistant to the Superintendent
RE: Vote to Accept Grant Awarded by the Jae S. Lim Foundation
Please vote to accept a grant of $4,000 from the Jae S. Lim Foundation to award the top two performing RMHS
Juniors in the subject areas of math and science in the 2024-25 school year. Each award will be in the amount of
$2,000. Principal Callanan will work with the Department Heads of Math and Science to nominate students
through an open and fair process using set criteria developed in 2022-2023.
Please find attached the award letter from Taeho Lim, President and Director of the Foundation.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Reading High School
Science Prize & Mathematics Prize for Juniors
2025-26 Academic Year
Proposal by Jae S. Lim Foundation
Table of Contents
1. Objective
2. 2025-26 Science Prize for Juniors
3. 2025-26 Mathematics Prize for Juniors
4. Schedule for 2025-26 Prizes
1. Objective
• To encourage students to study Mathematics and Science
during their junior year
2. 2025-26 Science Prize
• To be named Reading Science Prize
• $1,500 check and certificate (or plaque) to the best
student in science in junior class
• To be judged by faculty committee
3. 2025-26 Mathematics Prize
• To be named Reading Mathematics Prize
• $1,500 check and certificate (or plaque) to the best
student in mathematics in junior class
• To be judged by faculty committee
4. Schedule for 2025-26 Prizes
• Spring 2025
o Jae S. Lim Foundation sends this proposal for 2025-
26 Prizes to Reading High School
o After acceptance of proposal by Reading High
School, Jae S. Lim Foundation will send $4,000 to be
used as follows:
• $1,500 check for science prize
• $1,500 check for math prize
• $1,000 budget for prize administration & prize
certificates / plaques (school can keep any
leftover money)
o School announces 2025-26 mathematics & science
prizes to sophomores (who will be juniors in 2025-
26) before they leave for summer vacation
• September 2025
o School announces 2025-26 mathematics & science
prizes to junior class
• May / June 2026
o Faculty committee selects the best junior in science
and the best junior in mathematics
o Prize recipients to be announced and given prizes at
Awards Ceremony
TO: Reading School Committee
CC: Dr. Thomas Milaschewski, Superintendent of Schools
Philip Littlehale, Interim Director of Finance and Operations
DATE: February 12, 2025
FR: Katelyn Finnegan, Assistant Business Manager
RE: Acceptance of FY25 Individuals with Disabilities Education Act Part B (IDEA) Federal Targeted Special
Education Program Improvement Grant Award
The Department of Elementary and Secondary Education has awarded the Reading Public Schools with a FY25
Individuals with Disabilities Education Act Part B (IDEA) Federal Targeted Special Education Program Improvement
Grant in the amount of $20,000.
The purpose of the Fund Code 274 Individuals with Disabilities Education Act Part B (IDEA) Federal Targeted Special
Education Program Improvement Grant is to support schools and districts to implement IEP Improvement Project,
with a strong emphasis on transitioning to utilization of the newly revised forms and processes.
Thank you for your support with your vote to accept the FY25 Individuals with Disabilities Education Act Part B
(IDEA) Federal Targeted Special Education Program Improvement Grant Award.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: February 27, 2025
RE: Vote to Approve RMHS Robotics Competition Field Trip Request
Please vote to approve an out-of-state field trip request for the Robotics Team to attend a competition
at Merrimack High School in Merrimack, NH. The trip took place on February 15th from 8:00 AM to 3:00
PM.
We are requesting retroactive approval, as the team submitted the request after the January 30th
meeting. With the cancellation of the February 13th meeting, the February 27th meeting is the first
opportunity for approval.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: February 27, 2025
RE: Vote to Approve RMHS Robotics Competition Field Trip Request
Please vote to approve an out-of-state field trip request for the Robotics Team to attend a competition
at the University of New Hampshire. The trip will take place on March 22nd from 7:00am to 8:00pm and
March 23rd from 7:00am to 8:00pm. The students will not stay overnight.
Please find attached the field trip approval form.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Reading .Public ·Schools' • '
Fietd Trip Approval Form
Trip Coordinator:
School:
Grade(s) Attending:
Destination:
Type of Trip: (Put all that applies)
Local, Day trip, Overnight, In State, out of State
or International
Educational Purpose of Trip:
Date(s) of Trip:
Time of Departure:
Time of Return:
Cost of Trip:
Will there be fundraising? If yes, please attach a
fundraising plan.
No. of students attending:
No. of teachers attending:
No. of other adults attending:
No. of Nurses attending:
If a nurse is attending, is the nurse licensed to
practice in the state/country of the field trip?
Have all adults had the necessary CORI and/or
SAFIS Criminal Background Checks? If not,
describe the plan to ensure this is completed
prior to the field trip?
Transportation Required (put all that applies)
Bus, Train, Boat, Plane, Private Car, Other
Name of Company(ies) providing Transportation:
Name of Educational Travel Organization
conducting the trip (*Please attach the 3 quotes
for the Travel Organizations considered if the
cost of the trip exceeds $10,000):
Food will be provided by (if applicable):
Will there be students participating in the trips
who have food allergies? If so, I have verified
Chuck Strout
RMHS
9-12
University of New Hampshire
Day Trip, Out of State
Robotics Competition
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TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: February 27, 2025
RE: Vote to Accept Reading Track Donation
Please vote to accept a donation of $300 from the Friends of Reading Track. This donation is in support
of the Reading track assistant coach position for the 2024-2025 winter season.
Please find attached the donation letter from Edward P. Hackett, Treasurer.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
TO: Reading School Committee
FROM: Olivia Lejeune, Executive Assistant to the Superintendent
DATE: February 27, 2025
RE: Vote to Accept Pegasus Springs Donation
Please vote to accept a donation of $5,000 from Pegasus Springs. This donation is in support of further
development of the Children’s Cabinet in its second year. Please find in the packet a donation letter
from Craig Martin.
Thank you.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
To:
From:
Date:
Re:
MEMORANDUM
15 Lincoln Street, #315 • Wakefield, MA 01880
Thomas Milaschewski, Superintendent, Reading Public Schools
Craig Martin, Pegasus Springs Foundation
January 24, 2025
Donation to support the Children's Cabinet initiative
Pegasus Springs Foundation is pleased to present the Reading Public Schools a donation of $5,000 to
support a second year for further development of the Children's Cabinet. We agree that this initiative
has the potential for positive and lasting impact on the academic, social, and overall well-being of
students within the Reading Public Schools and in the community at large.
We look forward to updates on your progress and the specific steps being taking to achieve identified
goals. Your updates about the work being done can help inform us on how we might be able to assist
similar efforts in other school communities.
Old Business
Reading Public Schools
School Committee Meeting Packet
February 27, 2025
TO: Reading School Committee
FROM: Dr. Sarah Hardy, Assistant Superintendent for Learning & Teaching
DATE: February 21, 2025
RE: FY26 School Calendar Discussion & Vote
During the February 27 meeting, we will present the final version of the proposed FY26 school calendar
for vote and approval.
After sharing a draft version with the School Committee, we received the following feedback:
1. Shift the October In-Service Day to October 14 to minimize disruptions for families by creating
an extended weekend.
2. Move middle and high school early release days back to Fridays instead of Wednesdays to
reduce schedule interruptions for families. This change also aligns with the elementary schools’
existing Friday early release schedule, benefiting families with students across multiple schools.
3. Consider extending winter break to include December 22-23.
After discussions with district leadership and the RTA, we have incorporated the first two
recommendations:
• The October In-Service Day will be moved to October 14 to minimize the impact to families.
• Middle and high school early release days will return to Fridays for consistency with the existing
calendar and alignment across all grade levels.
However, we have decided not to extend winter break to include December 22-23, as we believe it
would create too long of an interruption for students during the winter and would push the end of
school date back in June.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
Reading Public Schools | 2025-2026 CALENDAR
AUGUST ‘25
S M T W Th F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
18-22 New Staff Induction
25-26 Teacher In-Service: No School
27 First day of School (1-12)
27-28 Pre-K & K Orientation
29 No School
Teacher Days: 4 Student Days: 2
JANUARY ‘26
S M T W Th F S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
1-2 Winter Recess cont.: No
School
5 School Resumes
19 M.L.K. Day: No School
Teacher Days: 19 Student Days: 19
SEPTEMBER ‘25
S M T W Th F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
1 Labor Day: No School
2 First day of School PK and K
10 HS Back to School Night (Early
Dismissal)
11 PK-5 Back to School Night**
17 PK Location at HS Back to School Night
18 MS Back to School Night (Early Dismissal)
26 MS & HS Early Dismissal
Teacher Days: 21 Student Days: 21
FEBRUARY ‘26
S M T W Th F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
6 MS & HS Early Dismissal
16 Presidents’ Day: No School
16-20 February Vacation: No School
Teacher Days: 15 Student Days: 15
OCTOBER ‘25
S M T W Th F S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
13 Columbus Day: No School
14 Teacher In-Service: No School
31 MS & HS Early Dismissal
Teacher Days: 22 Student Days: 21
MARCH ‘26
S M T W Th F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
4 Teacher In-Service: No School
20 MS & HS Early Dismissal
Teacher Days: 22 Student Days: 21
NOVEMBER ‘25
S M T W Th F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
11 Veterans Day: No School
13 PK-5 Conferences: Early Release
14 Conferences PK-12: No School
26 Early Release*
27-28 Thanksgiving Recess: No School
Teacher Days: 17 Student Days: 16
APRIL ‘26
S M T W Th F S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
10 MS & HS Early Dismissal
20 Patriots’ Day: No School
20-24 April Vacation: No School
Teacher Days: 17 Student Days: 17
DECEMBER ‘25
S M T W Th F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
12 MS & HS Early Dismissal
23 Early Release*
24-31 Winter Recess: No School
Teacher Days: 17 Student Days: 17
MAY ‘26
S M T W Th F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
15 MS & HS Early Dismissal
14 PK-5 Open House
21 MS Open House (Early Dismissal)
25 Memorial Day: No School
29 High School Graduation
Teacher Days: 20 Student Days: 20
*Note: On 11/26/25, 12/23/25 and the last day of school, the below release
schedule will be observed:
District-Wide Early Release Schedule
School: Start: Early Release:
RISE 8:00 AM (HS)/8:30 AM
(Wood End & Killam)
10:30 AM (All
locations)
Elementary 8:25 AM 11:00 AM
Middle 7:50 AM 10:45 AM
High School 8:30 AM 11:15 AM
Total Student Days: 180 Total Teacher Days: 185
JUNE ‘26
S M T W Th F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
15 Last Day of School (Early
Release)*
(No Snow Days)
19 Juneteenth
23 Last Day of School (Early
Release) *
(5 Snow Days)
Teacher Days Without Snow Days:11
Student Days Without Snow Days: 11
School Closed District-Wide Early Release Teacher In-Service Days: No students Early Dismissal for HS/MS
BACK TO SCHOOL AND OPEN HOUSE NIGHTS .
Fall: Back to School Nights
High School – September 10, 2025
Preschool – 5th Grade – September 11, 2025**
Preschool Location at HS – September 17, 2025
Middle School – September 18, 2025
Spring: Open Houses
PK and Elementary – May 14, 2026
Middle School – May 21, 2026
**Wood End and Killam Pre-K locations will have Back to School the same
night as Elementary. The High School Pre-K location will be a different night.
PARENT/GUARDIAN – TEACHER CONFERENCES
Preschool – 5th Grade: November 13, 2025
Preschool – 12th Grade: November 14, 2025
Preschool and ELEMENTARY EARLY DISMISSAL DAYS
Elementary will be dismissed at 12:45 pm every Friday. In addition,
elementary and Preschool will be dismissed at their district-wide early
release time on the following dates:
November 13, 2025 Pre-K – 5 Conferences 12:45 PM
November 26, 2025 District-Wide Early Release 11:00 AM
June 15/23, 2026 Last Day of School 11:00 AM
SCHOOL START AND RELEASE TIMES .
School Start Time End Time Early
Dismissal
District-Wide
Early Release
RISE 8:00 AM/8:30
AM
2:00 PM/2:30
PM
Varied 10:30 AM
Elementary 8:25 AM 2:45 PM 12:45 PM 11:00 AM
Middle 7:50 AM 2:30 PM 12:30 PM 10:45 AM
High 8:30 AM 3:05 PM 1:04 PM 11:15 AM
MIDDLE SCHOOL EARLY DISMISSAL DAYS ..
September 18, 2025
Back to School Night
12:30 PM
September 26, 2025 Professional Development 12:30 PM
October 31, 2025 Professional Development 12:30 PM
November 26, 2025 District-Wide Early Release 10:45 AM
December 12, 2025 Professional Development 12:30 PM
February 6, 2026 Professional Development 12:30 PM
March 20, 2026 Professional Development 12:30 PM
April 10, 2026 Professional Development 12:30 PM
May 15, 2026 Professional Development 12:30 PM
May 21, 2026 MS Open House 12:30 PM
June 15/23, 2026 Last Day of School 10:45 AM
STUDENT ABSENTEE LINES: .
HIGH SCHOOL EARLY DISMISSAL DAYS ..
September 10, 2025
Back to School Night
1:05 PM
September 26, 2025 Professional Development 1:05 PM
October 31, 2025 Professional Development 1:05 PM
November 26, 2025 District-Wide Early Release 11:15 AM
December 12, 2025 Professional Development 1:05 PM
February 6, 2026 Professional Development 1:05 PM
March 20, 2026 Professional Development 1:05 PM
April 10, 2026 Professional Development 1:05 PM
May 15, 2026 Professional Development 1:05 PM
June 15/23, 2026 Last Day of School 11:15 AM
SCHOOL CLOSURE DATES
August 29, 2025 January 1 – 2, 2026
September 1, 2025 January 19, 2026
October 13, 2025 February 16 – 20, 2026
October 14, 2025 March 4, 2026
November 11, 2025 April 20 – 24, 2026
November 14, 2025
November 27 – 28, 2025
December 24 – 31, 2025
May 25, 2026
June 19, 2026
EXTENDED SCHOOL YEAR
July 6 – August 6, 2026
SEMESTER/TRIMESTER END DATES
Elementary Middle and High School
Trimester 1: October 24, 2025 Semester 1: January 23, 2026
Trimester 2: February 28, 2026 Semester 2: Last Day of School**
Trimester 3: May 20, 2026*
*Soft Close: Teachers can adjust grades until report cards are issued.
**June 15, 2026 (last day of school) – MS/HS
Reading Public Schools | 2025-2026 CALENDAR
Barrows ambabsences@reading.k12.ma.us 781-942-9166
Birch Meadow bmeabsences@reading.k12.ma.us 781-944-2335
Joshua Eaton jeeabsences@reading.k12.ma.us 781-942-9161
Killam JWKAbsences@reading.k12.ma.us 781-944--7831
Wood End weeabsences@reading.k12.ma.us 781-942-5420
Parker wspabsences@reading.k12.ma.us 781-944-1236
Coolidge awcabsences@reading.k12.ma.us 781-942-9158
RMHS RMHSAttendance@reading.k12.ma.us 781-670-2819
RISE riseabsences@reading.k12.ma.us 781-942-9179
When sending an email or leaving a voice message, please leave
your child's name, teacher name (if elementary), reason for
absence/tardy and expected date/time of return.
ADDITIONAL MAJOR RELIGIOUS & CULTURAL HOLIDAYS
Sep 22-23* Rosh Hashanah** Feb 6 Lunar New Year
Oct 2* Yom Kippur** Feb 18 Ramadan Begins
Oct 20 Diwali Begins March 29 Palm Sunday
Dec 25 Christmas April 3 Good Friday**
Dec 14-22* Hanukkah March 20 Eid al-Fitr
Dec 26-Jan 1 Kwanzaa April 1-9* Passover**
Jan 7 Orthodox Christmas April 4 Easter
April 12 Orthodox Easter
*Begins the night before at sundown
**Please follow religious observance accommodations linked above
Revision Date: 2/24/2025
New Business
Reading Public Schools
School Committee Meeting Packet
February 27, 2025
1 | P a g e
Reading, MA 01867
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Phone: 781-944-5800
Fax: 781-942-9149
To: Reading School Committee
From: Philip A. Littlehale, Interim Director of Finance & Operations
Date: February 24, 2025
Re: FY25 Q2 Notes
The Q2 budget report will present the end-of-year budget differently than usual. This adjustment is due to the
early accounting of certain expenses that are typically recorded at the end of the fiscal year as part of the funds
spend-down process. Items such as the technology refresh and special education tuition prepays have been
factored in earlier than usual, resulting in a lower end of year balance projection from previous fiscal years.
FY25 Q2: General Fund
The funds to be available at Year End is currently estimated to be $242,000. This balance reflects the following:
• Encumbrance of all remaining salary expenses
• Expenditure of all non-personnel lines
• Planned Year End Expenses/Transfers
• Technology refresh/renewal: $350,000
• Special Education Tuition Prepays: $1,200,000
(Massachusetts General Laws allow out of district pre-payments of up to three months of any approved
private placements, and up to 100% of collaborative placements in which students are attending. This
prepayment of special education private day and collaborative out of district placements is a past practice
of the Reading Public Schools and will be repeated in FY25 to defray FY26 expenses.)
• Transfer to Special Education Reserve Fund: $300,000
FY25 Q2: Grants
Minor change in estimated IDEA 240 year-end balance.
FY25 Q2: Revolving Accounts
Full Day Kindergarten: Reduction of $85,000 in Year End Offset
FY25 Q2: Gift/Donation Accounts
Wood End Donation Account: Rock Wall and Installation
FY25 Q2: Student Activity Accounts
Coolidge Middle School: Nature’s Classroom
Parker Middle School: Nature’s Classroom
High School: Homecoming, Costa Rica trip, Switzerland trip
FY25 Q2: General Fund
Administration 1,374,689 - 1,374,689 650,267 47.30%723,061 1,361 99.90%0 1,361 99.90%
2.44%
General Education 33,139,716 - 33,139,716 11,114,522 33.54%21,513,303 511,892 98.46%(270,799)241,092 99.27%
58.85%
Special Education 17,572,955 - 17,572,955 6,488,813 36.92%11,213,345 (129,202) 100.74%129,202 - 100.00%
31.21%
District Wide:
Health Services 969,558 - 969,558 317,164 32.71%644,622 7,772 99.20%(7,772)- 100.00%
Extra Curricular 81,186 - 81,186 49,705 61.22%31,556 (75)100.09%75 - 100.00%
Athletics 789,018 - 789,018 468,697 59.40%320,925 (604)100.08%604 - 100.00%
Technology 686,736 - 686,736 398,541 58.03%288,564 (369)100.05%369 - 100.00%
Sub-total District Wide 2,526,498 - 2,526,498 1,234,107 48.85% 1,285,668 6,723 99.73%(6,723)- 100.00%
4.49%
School Facilities 1,696,953 - 1,696,953 802,615 47.30%742,659 151,679 91.06%(151,679)- 100.00%
3.01%
Special Ed Fund - - - - 0.00%300,000 (300,000) 0.00%300,000 - 100.00%
0.00%
GRAND TOTAL 56,310,811 -56,310,811 20,290,323 36.03%35,778,035 242,453 99.57%0 242,453 99.57%
Cost Center FY25 Original
Budget Transfers FY25 Revised
Budget
FY25 Q2 YTD
Expenditures
FY25 Q2 %
Used YTD
FY25 Est YE
Xfrs
FY25 Est YE
Available
REV
FY25 Est YE
% Used Rev
FY25 Est YE
Available
FY25 Est
YE %
Used
FY25 Q2
Encumb./Req
uire
FY25 Q2: Grants
Grant
Beginning
FY25 Year
Balance
Q2 YTD
Expended
& Encumb.
Remaining
Requirmnt
Projected
Year End
Balance
Beginning
FY25 Year
Balance
Q2 YTD
Expended
& Encumb.
Remaining
Requirmnt
Projected
Year End
Balance
Beginning
FY25 Year
Balance
Q2 YTD
Expended
& Encumb.
Remaining
Requirmnt
Projected
Year End
Balance
Beginning
FY25 Year
Balance
Q2 YTD
Expended
& Encumb.
Remaining
Requirmnt
Projected
Year End
Balance
STATE
METCO 133,937 133,937 - - 822,531 170,250 532,282 120,000
METCO BBI 1,420 1,420 - -
METCO REI 15,000 15,000 - - 14,975 14,975 - -
Northeast Food 5,048 - 5,048 -
Dept. of Public Health 90,716 26,512 64,204 -
Innovation Career Pathways Support 50,000 22,226 27,774 -
Skills Capital Technology and Equip. 75,000 15,289 59,711 -
Special Earmark- Anatomy Table 50,000 - 50,000 -
MyCAP 22,500 - 22,500 -
HQIM- PDPO 37,383 - 37,383 -
TOTAL STATE -$ -$ -$ -$ -$ -$ 155,405$ 150,357$ 5,048$ -$ 1,163,105$ 249,251$ 793,853$ 120,000$
FEDERAL
Title I 13,230 11,982 1,248 - 89,152 32,272 56,880 -
Title II 17,829 11,130 6,699 - 43,775 - 43,775 -
Title IV 6,308 5,880 428 - 10,000 3,295 6,705 -
IDEA 240 1,152 1,152 - - 471,648 384,360 87,288 - 1,170,400 141,727 872,033 156,640
IDEA 262 21,753 10,765 10,988 -
IDEA IEP 5,505 5,505 - -
Chronic Absenses 2,850 2,850 - -
ELIM. TIME OUT ROOMS 44,459 44,459 - -
ESSER III $ 707 $ 707 $ - $ -
TOTAL FEDERAL $ 707 $ 707 $ - $ - $ 1,152 $ 1,152 $ - $ - $ 561,829 $ 466,165 $ 95,663 $ - $1,335,080 $ 188,059 $ 990,381 $ 156,640
FY 25 Quarter 2 Grant Balance
FY22 FY23 FY24 FY25
FY25 Q2: Revolving Accounts
Fee-Based Programs Fund
code
FY25 Balance
July 1, 2024
FY25 Q2 YTD
Actual
Revenue
FY25 Q2 YTD
Actual
Expend.
FY25 Q2
Balance
FY25 FY
Forecast
Revenue
FY25 FY
Forecast
Expend
FY25 Offsets
FY25 YE
Forecast
Balance
Athletics 4320 82,012 244,855 14,492 312,375 429,600 69,600 404,720 37,292
Community Education -Drivers Ed. and Adult Ed.4390 148,464 82,266 43,662 187,068 100,000 85,000 - 163,464
Community Education - Summer Programs 4400 67,275 7,509 55,465 19,319 70,000 55,465 - 81,810
Drama Activities Coolidge 4380 27,435 9,977 4,360 33,052 32,000 25,000 15,000 19,435
Drama Activities Parker 4360 42,169 - 2,395 39,774 33,000 25,000 15,000 35,169
Drama Activities RMHS 4350 49,270 35,812 19,234 65,848 55,000 45,000 34,000 25,270
Extended Day Program 4378 163,596 670,505 800,755 33,347 2,050,000 1,975,000 75,000 163,596
After School Activities Parker 4370 72,579 15,780 9,976 78,383 25,000 25,000 - 72,579
Extracurricular Coolidge 4326 2,698 - - 2,698 - - - 2,698
Extracurricular Band Activities 4354 6,194 13,340 10,000 9,534 14,000 15,000 - 5,194
Guidance Testing 4325 13,214 77,627 6,416 84,425 80,000 80,000 - 13,214
Full Day Kindergarten Tuition 4440 672,793 174,519 - 847,312 297,250 - 400,000 570,043
RISE Preschool Program 4410 287,650 224,483 6,426 505,707 500,000 20,000 350,000 417,650
Special Education Tuition 4430 650 - - 650 - - - 650
School Choice 4315 159,040 79,517 - 238,557 252,500 - 159,040 252,500
School Lunch Program 4310 1,286,074 703,257 1,278,747 710,584 2,700,000 2,600,000 257,192 1,128,882
School Transportation 4330 - 45,638 40,920 4,718 45,638 45,638 - -
Use of School Property 4420 45,090 163,620 52,825 155,885 270,000 120,000 170,000 25,090
Lost Books/Tech 4450 34,517 19,821 1,382 52,956 20,000 18,000 - 36,517
Special Education Stabalization Fund 8226 385,163 1,707 - 386,870 1,707 - - 386,870
TOTAL Fee-based Revolving Funds 3,545,882$ 2,570,233$ 2,347,055$ 3,769,061$ 6,975,695$ 5,203,703$ 1,879,952$ 3,437,922$
FY25 Second Quarter Financial Report and Projected End Year Status: Revolving Accounts
FY25 Q2: Gift/Donation Accounts
Gifts/Donations Fund
code
FY25 Balance
July 1, 2024
FY25 Q2 YTD
Actual
Revenue
FY25 Q2 YTD
Actual
Expend.
FY25 Q2
Balance
District Donation Fund 4790 14,040$ -$ 5,017$ 9,023$
Barrows Donations Fund 4791 2,222$ 326$ 675$ 1,873$
Birch Meadow Donation Fund 4792 8,808$ 459$ 473$ 8,794$
Joshua Eaton Donation Fund 4793 13,862$ 653$ 873$ 13,643$
JW Killam Donation Fund 4794 24,111$ 426$ 2,809$ 21,728$
Wood End Donation Fund 4795 18,094$ 381$ 15,474$ 3,000$
Coolidge Donation Fund 4796 12,953$ 75,698$ 13,041$ 75,610$
Parker Donation Fund 4797 9,457$ 14,944$ 15,997$ 8,404$
High School Donation Fund 4798 16,558$ 12,836$ 7,643$ 21,752$
SEPAC Donation Fund 4760 300$ 460$ 460$ 300$
Special Education Donation Fund 4799 319$ -$ -$ 319$
Libby Scholarship Donation Fund 4752 1,138,829$ -$ -$ 1,138,829$
TOTAL Gift/Donation Revolving Funds 1,259,554$ 106,183$ 62,463$ 1,303,274$
FY25 Q2: Student Activity Accounts
Student Activity Accounts Fund
code
FY25 Balance
July 1, 2024
FY25 Q2 YTD
Actual
Revenue
FY25 Q2 YTD
Actual
Expend.
FY25 Q2
Balance
Barrows Student Activities 8950 6,521$ 2,359$ 5,477$ 3,403$
Birch Meadow Student Activities 8950 13,210$ 291$ -$ 13,501$
Joshua Eaton Student Activities 8950 5,125$ 93$ 1,444$ 3,774$
JW Killam Student Activities 8950 15,489$ 2,950$ -$ 18,439$
Wood End Student Activities 8950 16,304$ 1,957$ -$ 18,261$
Coolidge Student Activities 8950 38,660$ 37,812$ 33,095$ 43,377$
Parker Student Activities 8950 7,643$ 74,901$ 74,300$ 8,244$
High School Student Activities 8950 125,415$ 53,807$ 40,896$ 138,326$
RISE Student Activities 8950 1,333$ 29$ -$ 1,362$
TOTAL Student Activity Accounts 229,700$ 174,199$ 155,213$ 248,686$
1 | Page
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: February 24, 2025
Re: FY26 Kindergarten Registration Update
As of February 24, 2025, Reading Public Schools has received 287 kindergarten registrations for the
2025-2026 school year. This is 53 students fewer than our projection of 340 students.
As a reminder, our projections were primarily based on census data, which identified 313 eligible
students. In addition, we accounted for 20 students who had delayed enrollment last year but had
expressed their intent to register for the 2025-26 school year, along with a handful of families not
included in census data who had inquired about kindergarten. This brought our total projection to 340
students.
During the FY26 budget process, we proposed adding a 1.0 FTE Kindergarten Teacher based on these
projections, which indicated an increase in kindergarten enrollment compared to recent years. While we
recognized that actual enrollment could differ from projections, we felt it was important to plan
accordingly at that time.
Kindergarten Registration Timeline:
• December 5, 2024 – Parent/guardian letters mailed, information posted to website
• December 5 through the end of the month – Outreach via social media, district-wide and school
newsletters
• January 6, 2025 – Virtual Kindergarten Information Session
• January 6, 2025, at 7:00 PM – New Online Registration Portal opened
• January 28, 2025 – Second mailing to parents/guardians of unregistered students
• January 30, 2025 – Follow-up phone calls to unregistered families
• February 1, 2025 – Registration deadline for priority placement in neighborhood schools
• By March 15, 2025 – Principals reach out to enrolled students to share transition activities
• Spring 2025 – Building-based transition activities
As noted above, we began outreach on December 5 by mailing a flyer and letter to all eligible
kindergarten families. As we neared the February 1 priority registration deadline, we sent a second flyer
to families who had not yet registered.
We also made follow-up phone calls where possible, using the Town of Reading Property Assessment
Data to check if families had moved. These calls were useful in confirming whether families still lived in
Reading and in reaching a handful of people who confirmed either their intent to register or that they
would not be registering. Additionally, we asked individual school secretaries to review the list to see if
any families stood out as having older siblings already enrolled in the district.
We will continue to closely monitor kindergarten registrations and will keep the committee informed.
We plan to provide updated enrollment numbers to the School Committee at the April 10 meeting.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
2 | Page
Below please find projected kindergarten 287 registrations received to date:
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: February 24, 2025
Re: David B. Libby Scholarship
During the February 27th School Committee meeting, we will be seeking a vote from the committee to approve
the town to expend $88,000 from the David B. Libby scholarship. Funds will be provided to 22 seniors in
alignment with the scholarship criteria. The David B. Libby Scholarship was established to be used for
qualifying students residing in Reading, MA and graduating from Reading Memorial High School.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
1 | Page
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: February 24, 2025
Re: Discussion on School Bus External Video Cameras
On January 10, Governor Healey signed into law a bill that allows for bus-mounted cameras to be used
to issue fines for vehicles that pass stopped school buses. However, before a municipality can
implement such a program, it must formally accept the provisions of the law. In cities, this process is
relatively straightforward, as the city council can approve it. In towns, however, legislative authority
rests with Town Meeting.
We have reached out to our transportation provider to understand any discussions they are having
regarding this bill, potential plans to install these cameras, and the possible costs to the district.
We would like to bring this topic to the School Committee for an initial discussion to gauge their support
for the bill.
We look forward to discussing this further at the February 27 meeting.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
1 | Page
To: Reading School Committee
From: Olivia Lejeune, Executive Assistant to the Superintendent
Date: February 24, 2025
Re: Discussion on Cell Phone Policy
The Massachusetts state legislature recently proposed an Act promoting safe technology use and
distraction-free education for youth. The proposed language is included in the packet for reference as
well as a toolkit.
While the legislation has not yet been approved, our school community has begun discussing what
potential implementation could look like.
During the February 27 School Committee meeting, we will provide a brief update on our internal
discussions regarding this legislation.
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow 82 Oakland Road
Reading, MA 01867
Phone: 781-944-5800
Fax: 781-942-9149
CELL PHONES AND SOCIAL MEDIA IN SCHOOLS
A Toolkit for School Leaders
and Communities
OFFICE OF ATTORNEY GENERAL
ANDREA JOY CAMPBELL
TABLE OF CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
SECTION 1: POLICY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Types of Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Model Bell-to-Bell Cell Phone Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Considerations for Communicating the Final Policy . . . . . . . . . . . . . . . . . . .13
SECTION 2: COMMUNITY NORMS . . . . . . . . . . . . . . . . . . . . . . . . . .15
Characteristics of Effective Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Sample Norms and Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Community Norms Implementation Framework . . . . . . . . . . . . . . . . . . . . . . .18
SECTION 3: CURRICULUM GUIDELINES . . . . . . . . . . . . . . . . . . . . .23
Considerations When Implementing Digital Media Literacy . . . . . . . . . . . .23
How Teachers Can Support Digital Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Choosing a Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Appendix A: Model Bell-to-Bell Cell Phone Policy . . . . . . . . . . . . . . . . . . . . .31
Appendix B: Sample FAQs on Cell Phone Policies . . . . . . . . . . . . . . . . . . . . . .33
Appendix C: Digital Media Literacy Curriculum Examples . . . . . . . . . . . . . .35
Appendix D: Integrating Key Messages for Digital Media Literacy (With or
Without a Full Curriculum) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
DISCLAIMER: The content presented in this Toolkit is for informational purposes only . It does
not constitute legal advice . Information attributed to third parties and linked resources in this
Toolkit do not represent the opinion or position of the Attorney General or her office . The content
displayed on third party websites are not endorsed by the Attorney General’s Office and do not
represent the views or position of the Attorney General .
3
INTRODUCTION
Smartphone and social media use are nearly universal amongst teens in America . Today, almost all
teenagers have their own smartphone, and up to 95% of teenagers ages 13-17 report using social media,
with over one-third reporting that they use it “almost constantly .”1
In May 2023, the U .S . Surgeon General issued an Advisory on Social Media and Youth Mental
Health, advising the public that, despite some benefits for some youth, the current body of evidence
demonstrates that social media use poses a profound risk of harm to the mental health and well-being of
children and adolescents .2
“With near universal social media use by America’s young people, these apps and sites introduce
profound risk and mental health harms in ways we are only now beginning to fully understand. As
physicians, we see firsthand the impact of social media, particularly during adolescence – a critical
period of brain development.”
— Jack Resneck Jr ., M .D ., President, American Medical Association, statement on the U .S .
Surgeon General’s Advisory: Social Media and Youth Mental Health, May 23, 2023
Schools have not been shielded from these effects . Teachers and school leaders across the country report
grappling with the pervasive distractions caused by cell phones and social media use, with 72% of high
school teachers citing cell phone use as a major problem in classrooms .3 School leaders in Massachusetts
have reported significant impacts of cell phones and social media on students and the school environment,
including distractions from learning, shortened student attention span, increased anxiety among students,
negative peer interactions, and increases in cyberbullying, harassment, and hate incidents . Students
use social media to plan and promote physical violence, with students recording fights on their phones
then posting the videos on social media for “likes .”4 School leaders, educators, parents, and students in
Massachusetts are asking for help .
4
This Toolkit is designed to provide information and resources to help
schools navigate the challenges that cell phone5 and social media use
present in their learning environments . It aims to support districts
in developing and implementing policies, gaining buy-in from
stakeholders, and fostering communities that collectively promote
the well-being of children and youth .
The toolkit contains three main components:
1. Model Cell Phone Policy for schools and a list of key
considerations for school leaders to tailor their policy to the
needs of their district .
2. Guide for Developing Community Norms on cell phone and
social media use outside of school hours .
3. Digital Media Literacy topics and strategies for teaching
students responsible use of technology and digital media .
These three components may be implemented together as part of a comprehensive approach, or
individually, depending on the needs of the district . The Toolkit does not require school districts to make
any specific changes . Rather, the Toolkit should be viewed as a resource for each district to gather the
information that is most useful and relevant to its own efforts and needs .
The Massachusetts
Attorney General’s
Office is driving
efforts to ensure
that schools have
the resources they
need to address
the impacts of
cell phone and
social media use
on their learning
environments .
5
SECTION 1: POLICY
A growing number of schools in Massachusetts and nationwide are
adopting policies to ban or restrict cell phone use during school
hours to improve the learning environment and school culture . As
of 2022, 76% of U .S . schools have prohibited the non-academic use
of cell phones or smartphones .6 Schools with full-day phone-free
policies (also known as “bell-to-bell” policies) report that students
interact with each other more, are more engaged, and experience
fewer disciplinary issues .7 Massachusetts superintendents have
reported that implementing phone locking pouches and other
bell-to-bell policies have led to marked improvements, including
increased student attention, improved peer relationships, and
reductions in cyberbullying .
Developing and implementing a cell phone policy for your school
requires careful planning . Although “bell-to-bell” policies, further
defined below, tend to be most effective, there are a range of
implementation approaches . Rigorous implementation is critical
to success, with clear expectations and procedures communicated
to the entire school community, strong administrative support, and
consistent enforcement across the school .
Rigorous
implementation
is critical to
success, with
clear expectations
and procedures
communicated to
the entire school
community, strong
administrative
support, and
consistent
enforcement across
the school .
6
TYPES OF POLICIES
Schools across the country are currently implementing a range of strategies to manage cell phone and
personal device use during the school day .8 The below chart lists three common types of policies, with key
considerations for each:
1. Bell-to-Bell: Cell phones are securely stored upon entering the building, and returned at the end of
the day . Cell phones are physically inaccessible to students throughout the entire school day .
2. Off and Away: Cell phones are expected to be powered off and stored out of sight during the
entire school day, including class time, passing periods, and lunch . Students may store phones in
their backpack, student locker, or other location out of sight . Students maintain physical access
to their phones .
3. Limited Use: Cell phones are expected to be powered off and stored out of sight during
instructional periods, but may be used during designated times and in specific areas such as
lunch or passing periods .
Please note: Schools increasingly provide students with school-issued devices (e .g . Chromebooks, iPads,
other tablets, or laptops) to be used for educational purposes . In most schools, students also have access to
school-owned desktop computers at different points during the school day . To manage the risks and ensure
these devices are used solely for educational purposes, many schools implement internet restrictions, block
access to social media applications, and enact other protections on all school-owned devices that students
can access .
7
PHONE-FREE “BELL-TO-BELL”OFF + AWAY LIMITED USE
Description • Phones stored in a secure
location when students
arrive and are not physically
accessible to students until
the end of the day
• E .g . lock boxes, locking
pouches
• Phones turned off and
stored out of sight for entire
day, in student backpacks
or lockers, or in designated
areas in each classroom (e .g .
shoe racks, bins)
• Phones allowed during
designated times
throughout the day, e .g .,
lunch, passing periods, and
placed in backpacks or in
designated areas in each
classroom during class
periods
Benefits • Centralized and consistent
implementation school-
wide
• Eliminates cell phone
distraction in class and
across the school building
• Eliminates burden on
teachers to enforce
• Reduces strain on teacher-
student relationships
• Creates optimal
environment for the
development of in-person
social skills
• Encourages student
accountability
• Reduces (but does not
eliminate) cell phone
distractions in class and
around the school building
• Encourages the
development of in-person
social skills
• Accommodates individual
communication needs,
especially for older students
who may have after-school
responsibilities
• Fosters autonomy and
encourages self-regulation
Drawbacks &
Implementation
Challenges
• Upfront cost of storage
solutions (pouches, lockers)
• Provides less opportunity
for students (particularly
at the high school level) to
demonstrate autonomy and
practice using their phone
responsibly during school
hours
• Students unable to use
personal cell phones
during the school day
to communicate with
after-school employers
or coordinate other after-
school logistics
• Burden on teachers to
enforce
- Takes time away from
teaching and learning
- Contributes to strained
teacher-student
relationships
• Potential for uneven
enforcement
• Risk of use during
instructional time
• Can create a culture of
monitoring or “policing”
phone-use
• Burden on teachers to
enforce
- Takes time away from
teaching and learning
- Contributes to strained
teacher-student
relationships
• Can lead to battles
convincing students to put
their phones away during
restricted-use times
• Risk of use during
instructional time
• Relies on students to self-
regulate phone use, which
may be an unrealistic
expectation
• During designated periods
when phones are permitted
(e .g . lunch), students may
engage in cyberbullying,
video recording, and other
non-educational uses
• Can create a culture of
monitoring or “policing”
phone-use
• Less opportunity for in-
person social interaction
and social skill development
8
PHONE-FREE “BELL-TO-BELL”OFF + AWAY LIMITED USE
Common Parent
Concerns
• Unable to reach their child
on their personal cell phone
during the school day
• Concerns related to
communication during
emergencies
• Difficult to reach their child
on their personal cell phone
during the school day
• Concerns related to
communication during
emergencies
• Impact of teacher
enforcement on teacher-
student relationships
• Distractions during
instructional time
• Distractions during
instructional time
• Impact of teacher
enforcement on teacher-
student relationships
• Negative impacts on peer
dynamics and overall school
culture
• Cyberbullying during non-
class times (e .g . lunch)
Age Group
Considerations
• May be implemented at
elementary, middle, and
high school levels .
• Implementation procedures
may differ by grade level .
E .g . at the elementary level,
the policy may require
personal cell phones to be
left at home, whereas a front
door cell phone locking
protocol may be necessary
at the middle and high
school levels .
• May be used at middle or
high school levels with
careful implementation .
• Not recommended for
elementary or middle
school . May be used at high
school level with careful
implementation .
Massachusetts
Examples
• Holyoke Middle Schools
and High School
• Brockton High School
• Pioneer Valley
• Public Schools of Brookline
• Mount Greylock Regional
High School
• Lowell High School
• Worcester Public Schools
9
Policy and Implementation Considerations
• Communicate clearly with the school community throughout the
process of developing new policy . Identify any specific areas for
input from school staff, families, and students .
• Policies and procedures may vary between elementary, middle,
and high school levels . Ensure your policy and procedures clearly
outline how the policy will be implemented at each level .
• Clearly communicate to school staff, families, and students the
expectations and consequences for not complying with the policy .
• Decide how the policy will be enforced and how the school
will respond if violations occur . Consider containing the role
of teachers due to the potential impact on teacher-student
relationships and instructional time .
• If implementing a bell-to-bell policy, decide upon and budget for
storage solutions in advance .
- Lock storage options include lock pouches, cell phone
lockers, cell phone lockers with individual slots . Low-cost
options include padded envelopes or pencil pouches stored
in alphabetized compartments or hanging calculator storage
systems located in the front office, homerooms, or other
secure location monitored by staff .
• Establish clear protocols for parents/guardians to communicate
with their child if necessary, during the school day (e .g . by calling
the front office) and clear protocols in the event of an emergency
at the school . Keep parent/guardian phone numbers and
emergency contact information current .
Accommodating
Students with
Disabilities
Ensure that your policy
accommodates the
communication or other
needs of students with
disabilities or health
conditions as required
by their IEP, 504 Plan, or
health plan .
Considerations
for School-Owned
Devices
Consider implementing
internet restrictions
and other protections
on all school-owned
devices that students
have access to (including
desktop computers in
school buildings and
school-issued individual
devices) to ensure these
devices are used solely
for educational purposes .
If your school uses a
social media account
to communicate
with parents and/
or students, consider
utilizing an alternative
communication platform
that does not require
parents and students
to have a social media
account to receive
information from the
school .
10
• Ensure your policy and procedures address legitimate
communication needs of older students related to after-school
responsibilities, such as contacting an employer regarding a job or
coordinating with family-members for caregiving or transportation
needs . These needs can be met in a variety of ways, such as allowing
access to a phone in the school’s front office or granting brief,
temporary cell phone access at the administration’s discretion .
• Consider addressing in your policy other personal electronic
devices, including smartwatches, headphones, personal laptops,
tablets, and similar items that may provide access to social media
and the internet or cause other distractions .
• Review for alignment with broader policies, such as those
addressing bullying and harassment, and supports student safety,
privacy, and well-being .
• If devices are part of the learning experience, differentiate
between personal phone use and school-issued technology .
• Consider whether the policy extends to school events outside of
school hours and how it will be implemented in those settings .
Discipline Best
Practice
Schools should
be cautious about
utilizing suspensions
as a consequence for
violating a cell phone
policy . Cell phone
policies aim to maximize
time students spend
in school learning,
and suspensions lead
to further missed
instructional time .
Instead, consider
implementing Action
Plans with students who
are struggling to abide by
the policy, and engage
the student, family, and
school social worker or
other counseling staff to
address any underlying
needs that may be
contributing to repeated
noncompliance .
11
MODEL BELL-TO-BELL CELL PHONE POLICY9
[School District] Cell Phone and Personal Electronic Device Policy
[School District] is committed to fostering a school environment that prioritizes engaged learning,
supports the development of social skills, and promotes the overall well-being of our students . To achieve
this, [school district] is a cell phone-free community . This means that, subject to the exceptions outlined
below, cell phones and other personal electronic devices are not accessible to students during school
hours . Implementation of this policy varies by grade level, as further described below .
Definition of Personal Electronic Devices:
Personal electronic devices (“devices” as used herein) are defined as any electronic device utilized to
access the internet, wi-fi, cellular telephone signals, or to capture or play images or video . These include,
but are not limited to, smartphones, mobile phones, headphones, earbuds, smartwatches, tablets,
laptops, and gaming devices .
The school reserves the right to classify additional devices as personal electronic devices.
Grade-Level Policies
Elementary School:
• Policy: Students are not permitted to bring cell phones or devices to school .
• If Brought to School: Cell phones and devices must be checked in at the front desk upon arrival and
stored securely for the duration of the school day . They will be returned to students at the end of the
day . Parents will receive a call from the school requesting that personal devices be left at home .
Middle School and High School:
• Policy: Students are not permitted access to their cell phones or other devices at school during
school hours . Students are encouraged to leave devices at home . At the start of each school day,
students must place their personal device in a designated locked or staff supervised storage area .
Students will re-gain access to their device at the end of each school day .
Response to Policy Violations:
First incident: The cell phone or device will be confiscated and placed in the designated storage location
for the remainder of the school day . The student can retrieve the device at the end of the day .
Second incident: The cell phone or device will be confiscated and placed in the designated storage
location for the remainder of the school day . A school administrator will have a conversation with the
student and contact the parent/guardian .
Third incident: A meeting will be held with the student, parent/guardian, and school administrator (and
school counselor, social worker, or other staff, as appropriate) to review the policy and develop a written
12
“Cell Phone/Personal Device Action Plan .”
Repeat incidents (more than 2) may result in the loss of the privilege to bring personal devices to school .
Beginning with the third incident, a meeting with the student and parent/guardian will be scheduled
each time the policy is violated . At the meeting, the Action Plan will be modified as necessary and
underlying needs of the student that may be contributing to repeated non-compliance will be discussed
and addressed .
Parent-Student Communication During School Day:
Students needing to contact a parent/guardian during the school day may do so by using the phone in
the front office, or by accessing their cell phone in the front office with administrator approval . Parent/
guardian and emergency contact numbers should be kept current .
Parents/guardians needing to reach their student during the school day can contact the front office . The
school will ensure urgent messages are promptly relayed .
Accommodations:
If a student has a disability or medical condition that requires a cell phone, or other device, the
accommodation will be noted in the student’s IEP, 504 Plan, or health plan . The special education team
coordinator or health office will notify appropriate staff of the necessary accommodations .
Students with outside responsibilities, such as after-school jobs or caregiving, should make all plans
prior to the school day . If there is a need for a student to access their cell phone during the school day,
they may do so in the front office or other designated location, and only with the permission of a school
administrator .
Families should make arrangements with their child that don’t rely upon their child having access to a
cell phone or device during school hours .
School events:
Students may not use cell phones or other devices at school-sponsored events .
Staff use of personal devices:
School staff are strongly discouraged from using cell phones or personal devices in front of students,
except for essential educational purposes (e .g . taking photos in accordance with school policy, quick
communication with another staff member, or quick, essential communication with a parent) .
13
CONSIDERATIONS FOR COMMUNICATING THE FINAL POLICY
Communicating the Policy to Students and Families
• Update the school’s student/parent handbooks to include the new policy .
• Use multiple channels, such as emails, newsletters, or school events like open houses, to
communicate the policy to both students and families .
• Provide both online and in-person opportunities, such as webinars, town hall meetings, or Q&A
sessions, for students and families to ask questions .
• Clearly explain the reasons for the policy, focusing on issues like distractions and cyberbullying,
and highlight its benefits for an improved learning environment .
• Anticipate concerns around communication and loss of student autonomy and provide clear
responses . Share an FAQ flyer addressing common questions, including those related to parent-
student communication during the school day and emergency contact procedures . Refer to the
Sample FAQ document in Appendix for sample responses to frequently raised concerns .
• Anticipate challenges during the transition period as students adapt to the new expectations . The
shift will be hardest for current middle and high school students who are accustomed to using
devices during school hours . Provide additional support to these students to manage anxiety and
other emotions that may arise during the transition . The policy transition will be less challenging
for younger students as these students and future cohorts of students will move into higher grades
with the new expectations and norms already in place .
• Share success stories or testimonials from other schools that have seen positive results from
similar policies .
Communicating with Staff and Broader Community
• Share the reasoning for the policy with teachers and staff, highlighting their own feedback on the
topic, and emphasizing research or other evidence for how the policy is designed to minimize
distractions and mitigate negative impacts of cell phone and social media use in the school .
• Establish clear roles for staff in the building relative to implementation of the policy . For example,
schools may wish to limit the role of teachers and classroom support staff and place more
responsibility for enforcing the policy in the hands of administrators . Schools should also think
through whether there is a supportive role for school counselors or social workers for students who
are struggling to follow the policy .
14
• Provide training for staff on the policy and specific roles and responsibilities of different staff
members .
• Equip teachers with strategies to respond to student or parent complaints about the policy . Encourage
discussions in the classroom and use role-playing in training to prepare for common objections .
• Hold implementation check-in sessions with staff to address concerns and to promote consistency
in the implementation of the policy .
By communicating transparently about the rationale for the policy and addressing common
concerns upfront, schools can foster greater community support for the new policy .
15
SECTION 2: COMMUNITY NORMS
Policies address cell phone and social media use during school hours, but stop short of addressing the
challenges that arise with these technologies outside of school that nevertheless impact the school
environment . In addition, parents increasingly face difficult choices as they encounter pressures to provide
their child access to these technologies at earlier and earlier ages in order for them to belong with their
peers . These and other factors have led schools and families to seek broader solutions . “Community
Norms” empower families, students, educators, and community stakeholders to align around shared values
and practices regarding cell phone, social media, and other technology use . By collectively committing
to guiding our children around responsible technology use in all settings, Community Norms create
consistency between school, home, and the broader community, and reinforce positive habits that benefit
students' learning, relationships, and well-being .
CHARACTERISTICS OF EFFECTIVE NORMS
While norms should be tailored to the specific needs of each community, strong norms share several key
characteristics:
1. Clear: Norms should be easy to understand and short . Long paragraphs make it harder for people
to find the point .
2. Actionable: Norms should establish clear and concrete expectations that families and community
members can implement .
16
3. Flexible: Norms should be adaptable, taking into account individual students’ needs and differing
family circumstances .
4. Focused on Community and Belonging: Norms should affirm the community’s values and
provide supportive guidelines for families . Norms are not required and the focus should not be on
compliance . Rather, the goal is for communities to coalesce around shared values that motivate
families to voluntarily follow the norms .
5. Brief: Fewer norms are better . It’s best to aim for between 5 and 10 norms that reflect the values of
the community and address its greatest needs .
SAMPLE NORMS AND CONSIDERATIONS
This section provides one example of what a complete set of Community Norms might look like . These
sample norms may be used and adapted by your school community, or your community may choose
to develop its own . Either way, it is vital for each community to engage in its own process of identifying
common concerns, articulating the community’s values, and ensuring norms reflect the specific needs
of the community .
1. In-person interactions and activities are prioritized in our community, and
device-use is limited.
- Every child has device-free time built into their after-school hours. Families strive to
create and follow a schedule for device use, such as limiting device use to a specific time
(e .g ., one hour after school) or specific spaces (e .g ., only in common spaces of the home) .
Individual families may choose to designate certain activities and times as device-free,
such as meals, family gatherings, bedtime, and during homework, to foster connection,
improve focus, and minimize distractions .
- Bedrooms at night are tech-free spaces. This norm helps ensure children are getting
adequate sleep and avoid the negative impacts associated with late-night technology
consumption . Individual families may set the time for devices to be moved out of bedrooms
and decide where to store devices at night (e .g ., in a common area) . Families may consider
purchasing inexpensive alarm clocks if necessary to replace cell phone alarms .
17
2. Our community commits and supports families to wait until high school (9th
grade) to provide personal, internet-connected smartphone devices to children.
- We remind ourselves that while this may be a dramatic cultural shift and a difficult
transition for current youth, younger children and future generations will not experience
this change, only the new norm . If there are legitimate needs to communicate with our
children on a personal smartphone earlier than high school (e .g . 7th or 8th grade), we
commit to providing our middle schoolers with smartwatches with restricted internet
access or mobile phones (i .e . “flip phones” or “dumb phones”) to avoid the risks
associated with constant social media and internet access for young developing brains .
3. We take the harms and risks of social media use seriously. We therefore commit
as a community to wait to enable social media apps on our children’s phones
until age 16.
Considerations for providing access to smartphones and social media:
First review the research on impacts of social media use by children and youth then
decide upon a guideline around the age/grade to enable access to smartphones and social
media based on a review of the data and expert recommendations .
4. Adults in our community are self-aware and intentional about their own device
use and strive to minimize cell phone use in front of children.
- We remind ourselves that our behavior as adults serves as a model for our children .
5. Hate and bullying have no place in our community.
- As a community, we value differences and teach our children to be kind and respect others .
- As a community, we strive to create a culture of inclusivity and belonging both in and out
of school . This means we teach our children to include, not exclude others, regardless of
differences or peer pressures .
- Together, we aim to ensure every child knows what to do when they witness hate or
bullying .
- We work to ensure that all school staff, students, and families know how to identify
bullying, harassment, and hate, and know how to respond when it occurs, including how/
to whom to report it .
18
6. All youth understand and follow the general rule of thumb not to text, message,
or post anything online that they wouldn’t want everyone to see (including their
parents, peers, teachers, the principal).
- Youth understand that their messages and posts- including images- can be shared with
others, and even their “Snaps” can be screenshotted and shared .
7. Children and youth in our community know when something is “Too Big to
Handle Alone.”
- Children and youth know the types of situations or problems that are too serious to handle
on their own, and they know to contact a trusted adult .
- Children and youth understand that conversations about any difficult or substantive topic
are usually better in person than online .
- Families in our community support each other in working through hard dynamics
between peers or other challenging situations, with the goal of promoting a healthy, safe,
and inclusive community for all .
COMMUNITY NORMS IMPLEMENTATION FRAMEWORK
The following framework offers guidelines for engaging the entire community—school leaders, educators,
staff, students, families, and community organizations—in the process of developing Community Norms .
Phase 1: Forming the Community Norms Advisory Group
Schools may establish a small group of stakeholders to develop voluntary Community Norms for cell
phone and social media use outside of school . This group will also serve as a bridge between the school’s
initiatives and the home and community settings .
The group should ideally consist of 5-6 members, and it is strongly recommended to keep the total
number under 10 . This group may include a variety of stakeholders such as parents/guardians, educators,
family engagement staff, school social workers, mental health counselors, and other community
members (such as directors of after-school or extracurricular programs) .
This group will help develop broader community buy-in for adopting norms, so their early commitment and
engagement is critical.
Leadership: It’s recommended that the principal/school leadership recruit the chair or co-chairs of the
Advisory Group .
19
Steps:
1. The school principal identifies a parent and/or staff person to serve as the Advisory Group chair
(or co-chairs) . The chair’s responsibilities are to (a) recruit and form the Advisory Group; (b) plan
and facilitate meetings of the Advisory Group; (c) lead the process of developing Community
Norms; and (d) serve as a liaison with school leadership .
2. The principal and chair develop high-level goals and milestones (i .e . decide when the Community
Norms should be completed and shared with the broader community) .
3. The Advisory Group chair recruits other Advisory Group members through newsletters, emails,
and school events such as back-to-school nights and open houses .
- Ensure a diverse mix of parents/guardians across grades, cultures, languages, and
perspectives .
- Include interested staff, such as those in counseling, social work, or technology, as
appropriate for your school and district .
- Invite a student to join, or explore other ways to incorporate student input .
- Consider inviting local youth-serving organizations, after-school providers, and sports
leagues to join, fostering broader community involvement .
4. Schedule and create an agenda for your first meeting .
You are ready to move to Phase 2 when:
• High-level goals have been clearly defined by school leadership (i .e . target date for completion
and launch of Community Norms) .
• 5-10 people have committed to joining the Advisory Group .
• The first meeting has been scheduled .
Note: A delay between Phase 1 and Phase 2 may lead to reduced engagement and participation, so it’s
important to maintain momentum.
Phase 2: Defining the “Why” and Educating the Advisory Group
In Phase 2, the Advisory Group will explore the reasons and need for creating Community Norms and
will set clear goals . The Advisory Group will review relevant research and information on the use of cell
phones, social media, and other technology by young people to deepen their understanding of the issues .
Leadership: The chair of the Advisory Group will lead this effort and will collect background educational
materials to share with the group .
20
Steps:
At the first meeting, the Advisory Group should:
1. Discuss common concerns of the group members regarding student use of cell phones, social
media, and other technology outside of school hours, and review background research and
information on these topics .
2. Develop goals including what issues the group hopes to address through the Community Norms;
and discuss desired outcomes .
3. Decide how frequently the group will meet, and if the meetings will be held virtually or in-person .
You are ready to move to Phase 3 when:
• Background research and educational materials have been shared and reviewed by the group .
• Common concerns, desired outcomes, and goals have been clearly defined .
• A consistent meeting cadence and schedule have been established .
Phase 3: Educate, Inform, and Engage with the Community
Informed by conversations and input from phases 1 & 2, the Advisory Group will begin engaging and
educating the broader school and local community on challenges facing young people related to cell
phone, social media, and other technology use .
Note: Don’t be discouraged if the first large community event doesn’t have a great turn out - it can take some
time to build the habit of joining these kinds of events and word of mouth will help as time goes on.
Leadership: The Advisory Group leads the effort, with support from school administrators for publicity
and community engagement .
Steps:
1. Select and share with the broader school community educational materials from credible sources
on the impact of cell phones and social media on youth well-being .
2. Educate and engage the community in dialogue regarding these topics . Effective strategies to
foster engagement may include:
A. Co-host with school officials virtual or in-person sessions to discuss specific topics related
to cell phones, social media, and other technology use .
B. Organize screenings of relevant films .
C. Collaborate with neighboring school districts, libraries, nonprofits, or community groups
to bring in guest speakers or co-host events (e .g ., researchers, child psychologists, and
school administrators, educators, parents, and youth from neighboring districts) .
21
You are ready to move to Phase 4 when:
• The Advisory Group’s work has gained visibility within the community .
• Education programs from Phase 2 have begun (but don’t need to be complete) .
• Parents/guardians and community members have shown interest through attendance at educational
sessions, engaging with emails, and signing up to participate in norm-setting discussions .
Taking the time to educate the community about the risks of cell phone and social media use
among youth is an essential step as it builds common understanding of the issues and need for
Community Norms . Be sure to refer to reliable research and other credible sources of information .
Phase 4: Drafting and Community Review
The next phase focuses on drafting the Community Norms and collecting feedback from the school
community to ensure the norms reflect the community's concerns .
Leadership: The Advisory Group leads, with support from school administrators .
Steps:
The Advisory Group:
1. Drafts proposed Community Norms, reflecting the needs of the school community, in formats and
languages appropriate for your community .
2. Shares the draft Community Norms with the principal or school leader for review and input .
3. Distributes the revised draft to the entire school community via emails, newsletters, and other
communication channels .
4. Hosts virtual or in-person meetings to present the Community Norms, gather feedback, and
address any questions .
5. Seek feedback from students through student government, student clubs, or by collaborating with
school staff to present and discuss the norms with students during an advisory or other period
during the school day .
6. Incorporates feedback ensuring that the Community Norms continue to align with the goals
outlined in phases 1 and 2 .
22
You are ready to move to Phase 5 when:
• Community Norms have been drafted and shared with the community and all stakeholders .
• Feedback has been gathered using a variety of communication channels (e .g . email, surveys, and/
or virtual or in-person events) and incorporated .
Phase 5: Finalize Launch
The final phase focuses on finalizing and clearly communicating the Community Norms throughout the
community in formats and languages appropriate for the community .
Leadership: The Advisory Group leads, with support from school administrators .
Steps:
1. Share the final Community Norms with the principal or school leader for awareness .
2. Share final Community Norms widely with students, parents/guardians, and the full school
community via emails, newsletters, school events, and community meetings . Be sure to translate
the document into other languages, as appropriate for the community .
Phase 6: Ongoing Engagement and Review
• Maintain open communication with the full school community .
• Gather feedback regularly to assess the Community Norms and address any concerns .
• Reinforce Community Norms by sharing reminders and tips, hosting additional educational
sessions, and encouraging families to revisit the Community Norms throughout the year .
• Review and adjust the Community Norms as needed, maintaining alignment with the goals
outlined by the Advisory Group .
• Communicate any changes to all stakeholders .
23
SECTION 3: CURRICULUM GUIDELINES
Schools play a vital role in equipping young people with the knowledge and skills they need to engage
responsibly in the digital world . Digital media literacy refers to the ability to access, understand, evaluate,
and responsibly engage with content in digital spaces . This skill set empowers individuals to navigate
online information thoughtfully, ethically and responsibly, recognize misinformation, and consider the
broader impact of digital media on society .
This section of the Toolkit aims to provide school leaders and educators with guidelines on integrating
key digital media literacy topics into existing curricula . Educators seeking examples of curricula to
incorporate can find more information in the resource section .
CONSIDERATIONS WHEN IMPLEMENTING DIGITAL MEDIA LITERACY
There are a number of factors to consider when adding digital media literacy to an already full
curriculum, to complement existing priorities without overwhelming students or educators .
When to introduce:
• Consider starting digital media literacy in elementary school as students begin using technology,
with more advanced lessons in middle and high school .
24
How to Embed Across Subjects:
• Digital media literacy can integrate seamlessly into student leadership opportunities and a range
of subjects, including:
- Social Studies and Language Arts by analyzing media, understanding bias, and
evaluating credibility .
- Computer Science and Technology by teaching critical thinking, how algorithms work,
and responsible tech use .
- Health and Social Emotional Learning by addressing the mental health impacts of
technology, such as social media use, and promoting well-being .
Flexible implementation:
Schools can implement digital media literacy through:
• Embedding lessons in core subjects or advisory periods .
• Project-based learning, workshops, or standalone lessons .
• Connecting digital media literacy lessons with the Massachusetts Comprehensive Health and
Physical Education Framework, which include related standards, to streamline integration into
existing coursework .
• Educators looking to align and select curricula can explore the resource section .
HOW TEACHERS CAN SUPPORT DIGITAL LITERACY
Teacher mindsets matter . The following principles can help schools be more effective in supporting
digital literacies among students .
1. Building Digital Agency: Schools need both policies to limit the distractions of cell phones
and digital media literacy lessons that equip students with the knowledge and skills to navigate
technology responsibly .
2. Be a Coach, Not a Referee: Rather than acting as referees who only enforce rules and
consequences, adults can serve as Coaches, guiding teens in a tech-filled world . Coaches support
skill-building, collaborate with youth to navigate challenges, and use mistakes as learning
opportunities . This approach fosters accountability, resilience, and a path forward for growth .
3. Ask Instead of Assume: Adults often make assumptions about teens’ technology use, leading to
misguided advice and interventions that don’t resonate . These assumptions can unintentionally
alienate youth, blocking open communication . By asking questions and approaching with
curiosity, adults can gain a deeper understanding, fostering empathy and providing support
that truly aligns with the experiences of young people . This approach enables adults to provide
guidance that is constructive, tailored, and empowering .
25
CHOOSING A CURRICULUM
When choosing a curriculum, prioritize one that is evidence-based, inclusive of diverse perspectives, and
relevant to your students’ experiences . Look for programs that empower students with practical skills, foster
meaningful connections, and equip educators to guide thoughtful discussions . Together, these elements
create a well-rounded approach to addressing the challenges and opportunities of technology use .
Choosing a Curriculum – Two Key Considerations
How, why, and for whom it was created:
• Is the curriculum evidence-based?
• Who created it and why? Are there biases to consider?
• Was it designed with input from youth?
• Are the topics and activities relevant to your student population, and will the
portrayals of tech be resonant, validating, and affirming?
• Do lessons reflect the relevance of identity and context and confer different risks and
benefits when it comes to tech?
Learning goals and the role of students and educators:
• What are the lessons’ goals, and do those goals focus on empowering students and
building their skills to navigate technology responsibly?
- Do the lessons help students learn Key Messages for Digital Media Literacy?
See Appendix D .
• Does the curriculum encourage students’ active engagement and opportunities to
draw connections to their real lives and experiences?
• Will the lesson build connections between students and support the community in
our classroom and school?
• Are educators equipped to embrace the role of a coach who intentionally creates
space for dialogue with students furthering self-reflection and growth, rather than a
referee who merely enforces rules?
26
CONCLUSION
Creating a thoughtful and effective approach to cell phone and social media use in school
communities is an essential step toward fostering a positive learning environment and supporting
students’ mental health and well-being . This Toolkit provides a framework for implementing policies,
developing Community Norms, and equipping students with the skills they need to navigate the
digital world responsibly .
We hope this resource serves as a helpful guide for your school community . Together, we can
create communities where children and youth are healthy, safe, and thriving . Thank you for your
commitment to this important work .
This Toolkit was developed by the Children’s Justice Unit of the Massachusetts Attorney General’s
Office under the direction of CJU Director, Liza Hirsch, with input from staff from multiple divisions
across the office. The AGO worked together with the Shah Foundation, Boston University researcher
and lecturer Jill Walsh, and the Center for Digital Thriving to develop the contents of this toolkit, and
integrated the input of a wide range of additional experts and stakeholders.
27
RESOURCES
GOVERNMENT RESOURCES
• Resources from the Massachusetts Attorney General’s Office
- Think Before You Send: Facts about Sexting and Cyberbullying
- Guidance on Schools’ Legal Obligations Regarding Hate and Bias Incidents
- Addressing Hate and Bias in Schools: Q&A (Spanish)
- Combatting Hate in Our Schools: A Guide for Families and Students (Spanish)
• Resources from the Massachusetts Department of Elementary and Secondary Education
(DESE)
- Digital Literacy and Computer Science
- Digital Literacy and Computer Science Framework
- Digital Literacy and Computer Science Curriculum Guide
• Federal Government Resources
- U .S . Surgeon General’s Advisory: Social Media and Youth Mental Health
- Planning Together: A Playbook for Student Personal Device Policies (U .S . Department of
Education: Office of Educational Technology)
ADDITIONAL RESOURCES10
• Your Brain on Social Media
- School Resources
- Digital Media Literacy Lesson Plans
- Top Parent Concerns
• Common Sense Media
• The Center for Digital Thriving
• Media Literacy Now
• Half the Story
28
ACKNOWLEDGEMENTS
The Attorney General’s Office would like to express sincere gratitude to the Shah Foundation for its
collaborative support throughout the process of developing this Toolkit . Thank you in particular to
Elizabeth Gordon for sharing your talents, dedication, and impeccable organizational skills throughout
this process . We could not have created this Toolkit without you .
The Community Norms section of this Toolkit was created in partnership with Dr . Jill Walsh of Boston
University . We wish to thank Dr . Walsh for sharing her expertise throughout the creation of the Toolkit .
The Curriculum Guidelines section of this Toolkit was created by the Center for Digital Thriving . We thank
Emily Weinstein, Carrie James, and Beck Tench for their contributions .
We also extend our appreciation to Josh Golin and David Monahan of Fairplay for offering their
knowledge and input . The Phone Free Schools Administrator Toolkit, developed by Fairplay and the
Phone Free Schools Movement, informed the development of the model bell-to-bell cell phone policy,
sample FAQs, and other information contained in this Toolkit . We also wish to thank Alex Oliver-
Dávila of Sociedad Latina for assisting our office in obtaining youth input and for her collaboration and
thoughtful contributions .
We also could not have done this work without the consistent support and partnership of Tom Scott
and Mary Bourque of the Massachusetts Association of School Superintendents . We are grateful for the
partnership of Education Secretary, Patrick Tutwiler, and Interim Commissioner of Elementary and
Secondary Education, Russell Johnston, and our colleagues at the Executive Office of Education and
Department of Elementary and Secondary Education .
Finally, we wish to acknowledge and express our gratitude to the broader group of experts and
practitioners who provided invaluable advice and feedback during the creation of this Toolkit . This effort
would not have been possible without the expertise and insights of these dedicated professionals . Your
collective knowledge has greatly enriched this Toolkit, ensuring it thoughtfully and effectively addresses
the needs of students at this moment in time .
We are deeply appreciative of the following individuals and organizations for their contributions:
• Members of the Attorney General’s (AGO) Youth Council (2024-25)
• Dr . Stuart Ablon, Founder and Director of Think:Kids and Child & Adolescent Psychologist,
Massachusetts General Hospital & Harvard Medical School
• Kat Allen, Coalition Coordinator, Franklin Regional Council of Governments (FRCOG)
• Kyra Brissette, M .B .A, COO and Director of Development, Media Literacy Now
29
• John Crocker, Director of School Mental Health & Behavioral Services, Methuen Public Schools,
Founder of The Massachusetts School Mental Health Consortium
• Anne DeMallie, Director of STEM, MA Department of Elementary and Secondary Education
• Jacquelyn Gantzer, Director of EdTech and School Support, MA Department of Elementary and
Secondary Education
• Ilana Gerjuoy, Prevention Strategies Coordinator, Franklin Regional Council of Governments
(FRCOG)
• Patricia Kinsella, Superintendent, Pioneer Valley Regional School District
• The Massachusetts Teachers Association
• Kristen McKinnon, Assistant Director of Student and Family Support, MA Department of
Elementary and Secondary Education
• Erin McNeill, CEO & Founder, Media Literacy Now
• Kelley Petralia, Executive Director, Westborough Connects
• Deepika Sawhney, Vice Chair, Lexington Public Schools School Committee
• Annie Scanlan-Emigh, Principal, Pioneer Valley Regional School
• Keneisha Sinclair-McBride, Attending Psychologist, Department of Psychiatry and Behavioral
Sciences, Boston Children’s Hospital
• Sociedad Latina Youth Leaders
• Joshua Tarksy, Principal, Holbrook Middle-High School
• Geoffrey Walker, Head of School, Fenway High School
• Steve Zrike, Superintendent, Salem Public Schools
Finally, we wish to thank all the parents, educators, school leaders, and students who shared their
perspectives on this topic and helped guide the development of this Toolkit .
30
APPENDIX
Appendix A: Model Bell-to-Bell Cell Phone Policy
Appendix B: Sample FAQs on Cell Phone Policies
Appendix C: Digital Media Literacy Curriculum Examples
Appendix D: Integrating Key Messages for Digital Media Literacy (With or Without a
Full Curriculum)
Disclaimer: The resources included in this appendix are provided for informational purposes only. Their
inclusion does not imply endorsement or approval by the Massachusetts Attorney General’s Office. Users are
encouraged to evaluate each resource independently to determine its suitability.
31
APPENDIX A: MODEL BELL-TO-BELL CELL PHONE POLICY
Download the Editable Model Bell-to-Bell Cell Phone Policy
[School District] Cell Phone and Personal Electronic Device Policy
[School District] is committed to fostering a school environment that prioritizes engaged learning,
supports the development of social skills, and promotes the overall well-being of our students . To achieve
this, [school district] is a cell phone-free community . This means that, subject to the exceptions outlined
below, cell phones and other personal electronic devices are not accessible to students during school
hours . Implementation of this policy varies by grade level, as further described below .
Definition of Personal Electronic Devices:
Personal electronic devices (“devices” as used herein) are defined as any electronic device utilized to
access the internet, wi-fi, cellular telephone signals, or to capture or play images or video . These include,
but are not limited to, smartphones, mobile phones, headphones, earbuds, smartwatches, tablets,
laptops, and gaming devices .
The school reserves the right to classify additional devices as personal electronic devices.
Grade-Level Policies
Elementary School:
• Policy: Students are not permitted to bring cell phones or devices to school .
• If Brought to School: Cell phones and devices must be checked in at the front desk upon arrival
and stored securely for the duration of the school day . They will be returned to students at the end
of the day . Parents will receive a call from the school requesting that personal devices be left at
home .
Middle School and High School:
• Policy: Students are not permitted access to their cell phones or other devices at school during
school hours . Students are encouraged to leave devices at home . At the start of each school day,
students must place their personal device in a designated locked or staff supervised storage area .
Students will re-gain access to their device at the end of each school day .
Response to Policy Violations:
First incident: The cell phone or device will be confiscated and placed in the designated storage location
for the remainder of the school day . The student can retrieve the device at the end of the day .
Second incident: The cell phone or device will be confiscated and placed in the designated storage
location for the remainder of the school day . A school administrator will have a conversation with the
student and contact the parent/guardian .
32
Third incident: A meeting will be held with the student, parent/guardian, and school administrator (and
school counselor, social worker, or other staff, as appropriate) to review the policy and develop a written
“Cell Phone/Personal Device Action Plan .”
Repeat incidents (more than 2) may result in the loss of the privilege to bring personal devices to school .
Beginning with the third incident, a meeting with the student and parent/guardian will be scheduled each
time the policy is violated . At the meeting, the Action Plan will be modified as necessary and underlying
needs of the student that may be contributing to repeated non-compliance will be discussed and addressed .
Parent-Student Communication During School Day:
Students needing to contact a parent/guardian during the school day may do so by using the phone in
the front office, or by accessing their cell phone in the front office with administrator approval . Parent/
guardian and emergency contact numbers should be kept current .
Parents/guardians needing to reach their student during the school day can contact the front office . The
school will ensure urgent messages are promptly relayed .
Accommodations:
If a student has a disability or medical condition that requires a cell phone, or other device, the
accommodation will be noted in the student’s IEP, 504 Plan, or health plan . The special education team
coordinator or health office will notify appropriate staff of the necessary accommodations .
Students with outside responsibilities, such as after-school jobs or caregiving, should make all plans prior to
the school day . If there is a need for a student to access their cell phone during the school day, they may do
so in the front office or other designated location, and only with the permission of a school administrator .
Families should make arrangements with their child that don’t rely upon their child having access to a
cell phone or device during school hours .
School events:
Students may not use cell phones or other devices at school-sponsored events .
Staff use of personal devices:
School staff are strongly discouraged from using cell phones or personal devices in front of students,
except for essential educational purposes (e .g . taking photos in accordance with school policy, quick
communication with another staff member, or quick, essential communication with a parent) .
Please note that this model is not, and does not reflect, legal advice. It may be necessary to consult a licensed
attorney to evaluate the policy against applicable state and federal laws and regulations.
33
APPENDIX B: SAMPLE FAQS ON CELL PHONE POLICIES
Download the Editable Sample FAQs on Cell Phone Policies
1. Why is our school adopting a cell phone policy now?
- Our school is joining over half of Massachusetts school districts in adopting a cell phone
policy to address increasing concerns about the impact of cell phone and social media use
on students’ academic performance, social interactions, and mental health . By limiting
cell phone and device use during the school day, we aim to foster a more respectful,
distraction-free learning environment where students can engage fully in their education .
2. What kinds of devices are included in the policy?
- Our policy includes all personal electronic devices utilized to access the internet, wi-fi,
cellular telephone signals, or to capture or play images or video . These include, but are
not limited to, smartphones, mobile phones, headphones, earbuds, smartwatches, tablets,
laptops, and gaming devices .
3. How can I reach my student during the day?
- If you need to reach your student during the school day, please contact the school’s front
office and school staff will ensure your message is delivered .
Please keep in mind that receiving messages during school can be distracting and, in some
cases, cause anxiety for students. Whenever possible, we suggest arranging after-school
plans outside of school hours and waiting to speak to your student in person to share other
important information.
4. How can my student reach me during the school day?
- If your student needs to reach you during the school day, they can visit the front office,
where staff will assist in contacting you .
Tip: Add the school phone number to your contacts to ensure you don’t miss any calls from
your student.
34
5. What if there is a lockdown or other emergency in the building?
- In the event of a lockdown or other emergency, the school will communicate with families
through official channels, such as text messages, phone calls, or emails .
In an emergency it’s essential for safety that students focus on following the directions of
their teacher and other school staff. While it may seem helpful for students to use cell
phones during a crisis, research shows that it actually creates more risks by distracting
students from safety instructions, spreading misinformation, and disrupting emergency
response efforts.
To learn more about how cell phone use can impact school safety during emergencies,
please visit Cell Phones and School Safety.
6. What if my child uses a tablet or other communication device as part of their IEP or 504 Plan?
- Accommodations will be made for students with disabilities who use electronic devices
to communicate, or for other reasons related to their disability, in accordance with the
student’s IEP or 504 Plan .
7. What if my child has a medical condition that must be monitored using their phone?
- If your child has a medical condition that requires phone or other device use for monitoring,
the school will work with you to create a plan that accommodates their health needs .
8. What if my child needs to reach other people during the school day, such as their siblings or
their boss, to make after-school plans?
- We encourage students to finalize after-school plans outside of school hours . However, if
your student needs to reach other people, such as their sibling or boss, they can visit the
front office, where staff will assist in making the necessary contact .
9. Will my student miss out on opportunities to use technology in their learning if they don’t
have access to a personal device?
- Your student will not miss out on technology-based learning . While we limit personal
device use, the school provides structured access to technology to support their academic
growth . This approach minimizes distractions and helps to ensure student safety while
providing all students the benefits of digital learning .
35
APPENDIX C: DIGITAL MEDIA LITERACY CURRICULUM EXAMPLES
Download the Digital Media Literacy Curriculum Examples One-Pager
Center for Humane Technology
• Recommended Grade Level: 7-12
• Focus Areas:
- Self-reflection on social media use
- Recognizing social media harms
- Understanding the business model of social media companies
- Identifying cognitive biases
- Encouraging journaling and storytelling
• Resources Formats:
- Individual and group activities
- Issue and action guides for educators
• Cost: Free
• Educator Resources:
- Action guides on social media business models
- Activities to promote student engagement through self-reflection
Common Sense Media
• Recommended Grade Level: K-12 (especially good for K-8)
• Focus:
- Encouraging healthy tech behaviors
- Recognizing when to take breaks from technology
- Understanding the effects of social media on the brain
- Identifying attention-grabbing design tricks used in technology
• Format:
- Slideshow presentations for guided lessons
- Activities include media creations and quizzes for reflection and analysis
- Lessons take 30-45 minutes
• Cost: Free
• Educator Resources:
- Pre- and post-lesson quizzes for assessing student understanding
- Slideshow presentations and media creation activities for student engagement
36
Project Look Sharp
• Recommended Grade Level: K-12
• Focus:
- Analyzing social media posts and articles
- Encouraging critical thinking about media credibility
- Developing skills to evaluate trustworthy media sources
• Format:
- K-12 resources designed for classroom use
- Activities centered on media analysis
• Cost: Free
• Educator Resources:
- Tools to help students assess the credibility of media content
- Lesson plans and activities for media analysis across grade levels
CyberWise
• Recommended Grade Level: K-8
• Focus:
- Developing social-emotional skills for responsible device use
- Teaching ethical and productive social media use
- Assessing readiness for social media accounts
- Understanding digital citizenship, information literacy, and digital media literacy
- Discussing the harms of social media on the brain
• Format:
- Comprehensive curriculum for digital literacy
- Lessons on digital citizenship, information literacy, and digital media literacy
• Cost: TBD (may vary by school)
• Educator Resources:
- Lesson plans for teaching responsible social media use
- Activities focused on social-emotional development and digital media literacy
37
APPENDIX D: INTEGRATING KEY MESSAGES OF DIGITAL MEDIA LITERACY (WITH OR WITHOUT A FULL CURRICULUM)
Created by the Center for Digital Thriving .
Download the Integrated Key Digital Media Literacy Lesson Without a Curriculum One-Pager
For schools unable to implement a full curriculum, focusing on four key teaching areas can still make
a significant impact . Understanding these lessons will help students navigate technology thoughtfully,
prioritize digital well-being, critically engage with information, and understand the real-world impact of
their online behavior .
1. Key Message 1: Technology is designed, and design isn’t neutral.
Students start to understand systemic forces that shape the tech they use.
Lesson topics and themes:
- Business Model of Tech & Social Media: Understand the “attention economy”—how tech
and social media companies gather data to predict and influence behavior, profiting from
time spent on apps .
- Persuasive Design: Explore how the design of social media apps aims to keep users
engaged, boosting ad revenue and profit .
- Generative AI: Learn what generative AI is, how it functions, its potential uses, and
limitations .
- Bias in Tech & AI: Discuss the implications of bias in AI systems, such as algorithmically-
generated content and advertising
- Mutual Influence: Reflect on how people shape technology and, in turn, how technology
shapes people .
2. Key Message 2: Information varies in its quality and purpose.
Students develop literacy skills that help them engage critically with information.
Lesson topics and themes:
- Digital Media Literacy Skills: Practice evaluating sources, assessing credibility, and
recognizing bias .
- Misinformation & Disinformation: Cultivate awareness of the effects of misinformation
and disinformation .
- Algorithmic Literacy: Understand how algorithms shape the information we see,
influence digital experiences, and impact our choices .
- Origins of Information: Consider where information comes from, including the ethical
implications of human- and AI-generated content .
- Digital Justice: Attend to evolving digital divides in access, information literacy, and
digital literacy as justice issues .
38
3. Key Message 3: Digital well-being is essential to well-being.
Students believe that tech habits impact their mental and physical health, and they can use tech
with care.
Lesson topics and themes:
- Impact of Content on Well-Being: Reflect on how different types of screen time affect
mood and well-being, identifying supportive vs . harmful content .
- Mental Health and Social Media: Discuss known links between problematic social media
use and mental health challenges .
- Positive Tech Use: Encourage intentional tech use to foster social connection, mood,
interests, learning, and civic engagement .
- Adaptive Coping Skills: Acknowledge tech challenges like persuasive design, social
comparison, and multitasking, and develop strategies to help students manage overuse
and negative impacts for well-being .
- Recovering from Digital Missteps: Explore constructive ways to handle online mistakes .
- Social Norms and Tech Use: Reevaluate norms around tech use in various settings, from
school to home and community .
4. Key Message 4: Tech is powerful, but we are not powerless.
Students understand the power of their digital posts and how they can impact others, their
communities, and the wider world.
Lesson topics and themes:
- Building Online Norms: Collaborate to establish norms for respectful online behavior
and respond to violations constructively .
- Device Use Norms: Discuss appropriate tech use across various social and community
settings .
- Safety and Harms: Address issues like cyberbullying, sexting, and online harassment,
emphasizing their real-world impacts .
- Digital Drama and Disinhibition: Recognize the effects of online behavior, including the
concept of online disinhibition .
- Consent in a Digital World: Understand consent regarding sharing images, privacy, and
personal boundaries .
- Tech and Marginalized Identities: Consider how technology uniquely affects historically
marginalized communities and how these impacts evolve .
39
ENDNOTES
1 Michelle Faverio & Olivia Sidoti, Teens, Social Media and Technology 2024, Pew Research Center (Dec . 12, 2024),
https://www .pewresearch .org/internet/2024/12/12/teens-social-media-and-technology-2024/
2 U .S Surgeon General, Social Media and Youth Mental Health, The U .S . Surgeon General’s Advisory, 2023 (2023),
https://www .hhs .gov/sites/default/files/sg-youth-mental-health-social-media-advisory .pdf
3 Jenn Hatfield, 72% of U .S . high school teachers say cellphone distraction is a major problem in the classroom, Pew
Rsch . Ctr . (June 12, 2024), https://www .pewresearch .org/short-reads/2024/06/12/72-percent-of-us-high-school-
teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/
4 Natasha Singer, Revere High School brawl highlights the growing role of cellphones in school fights, Boston Globe
(Dec . 15, 2024), https://www .bostonglobe .com/2024/12/15/metro/revere-high-school-fight-cellphones-stu-
dent-education/; Natasha Singer, An Epidemic of Vicious School Brawls, Fueled by Student Cellphones, N .Y . Times
(Dec . 15, 2024), https://www .nytimes .com/2024/12/15/technology/school-fight-videos-student-phones .html
5 For purposes of this report, the term “cell phone” is defined broadly to include any electronic device utilized to access
the internet, wi-fi, cellular telephone signals, or to capture or play images or video . These include, but are not limited
to, smartphones, mobile phones, headphones, earbuds, smartwatches, tablets, laptops, and gaming devices .
6 National Center for Education Statistics, “Percentage of public schools with various safety and security measures:
Selected school years, 1999-2000 through 2021-22”, Digest of Educ . Stat ., Nat’l Ctr . for Educ . Stat . (Last visited Dec .
18, 2024), https://nces .ed .gov/programs/digest/d23/tables/dt23_233 .50 .asp
7 Lauraine Langreo, 6 Ways Schools Are Managing Students’ Cellphone Use, EducationWeek (Apr . 25, 2024), https://
www .edweek .org/technology/6-ways-schools-are-managing-students-cellphone-use/2024/04
8 Lauraine Langreo, 6 Ways Schools Are Managing Students’ Cellphone Use, EducationWeek (Apr . 25, 2024), https://
www .edweek .org/technology/6-ways-schools-are-managing-students-cellphone-use/2024/04
9 Please note that this model is not, and does not reflect, legal advice . It may be necessary to consult a licensed attor-
ney to evaluate the policy against applicable state and federal laws and regulations .
10 Information attributed to third parties and linked resources in this Toolkit do not represent the opinion or position
of the Attorney General or her office . The content displayed on third party websites are not endorsed by the Attor-
ney General’s Office and do not represent the views or position of the Attorney General .
1 of 1
SENATE DOCKET, NO. 654 FILED ON: 1/14/2025
SENATE . . . . . . . . . . . . . . No.
The Commonwealth of Massachusetts
_________________
PRESENTED BY:
Julian Cyr
_________________
To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
Court assembled:
The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:
An Act promoting safe technology use and distraction-free education for youth.
_______________
PETITION OF:
NAME:DISTRICT/ADDRESS:
Julian Cyr Cape and Islands
Andrea Joy Campbell Attorney General
Nick Collins First Suffolk 1/28/2025
Barry R. Finegold Second Essex and Middlesex 2/13/2025
1 of 10
SENATE DOCKET, NO. 654 FILED ON: 1/14/2025
SENATE . . . . . . . . . . . . . . No.
[Pin Slip]
The Commonwealth of Massachusetts
_______________
In the One Hundred and Ninety-Fourth General Court
(2025-2026)
_______________
An Act promoting safe technology use and distraction-free education for youth.
Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority
of the same, as follows:
1 SECTION 1. Chapter 71 of the General Laws, as amended by section 2 of chapter 118 of
2 the acts of 2024, is hereby further amended by adding the following 2 sections:-
3 Section 101. Each public school shall have a policy regarding the use of personal
4 electronic devices on school grounds and during school-sponsored activities to reduce
5 distractions, maintain environments focused on learning and protect the privacy and safety of
6 students and staff. Each public school shall notify the parents or guardians of all students
7 attending the school of the policy. The policy shall include, but not be limited to, a prohibition on
8 physical access to a personal electronic device by students during the school day as defined by
9 the board of elementary and secondary education pursuant to section 1G of chapter 69 unless: (i)
10 authorized by a school administrator to address the needs of an individual student; (ii) when used
11 in accordance with an individualized education program or an education plan implemented
12 pursuant to section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 701 et seq.; or (iii) during
13 an emergency. For the purposes of this section, a “personal electronic device” shall mean a smart
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14 phone, mobile phone, tablet, computer, smartwatch or other electronic device not owned or
15 provided to a student by a public school that is capable of communication through the internet or
16 a wireless network.
17 The policy and any standards and rules enforcing the policy shall be prescribed by the
18 school committee in conjunction with the superintendent or the board of trustees of a
19 commonwealth charter school.
20 The department of elementary and secondary education shall, in consultation with the
21 attorney general’s office and the department of public health, provide guidance and
22 recommendations to assist schools with developing and implementing effective policies
23 regarding the use of personal electronic devices on school grounds and during school-sponsored
24 activities consistent with this section and shall make such guidance and recommendations
25 publicly available on the department's website. Guidance and recommendations may be reviewed
26 and regularly updated to reflect applicable research and best practices.
27 Each school district and charter school shall file its school personal electronic device use
28 policy with the department of elementary and secondary education in a manner and form
29 prescribed by the department.
30 Section 102. Each public school shall have a policy regarding the education of its
31 students about the social, emotional and physical risks and harms of social media use. The school
32 shall notify the parents or guardians of all students attending the school of the policy and shall
33 post the policy on the school's website. The policy, and any standards and rules enforcing the
34 policy, shall be prescribed by the school committee in conjunction with the superintendent or the
35 board of trustees of a charter school.
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36 The department of elementary and secondary education, in consultation with the attorney
37 general’s office and the department of public health, shall provide guidance and
38 recommendations to assist schools with developing and implementing effective social media use
39 education policies and shall make such guidance and recommendations publicly available on the
40 department's website. Guidance and recommendations may include, but shall not be limited to,
41 curriculum resources, guidance on developing community norms regarding cell phone and social
42 media use, guidance for educating parents or guardians on managing their child’s social media
43 use and recognizing warning signs of the harmful effects of social media use and other available
44 resources. Guidance and recommendations may be reviewed and regularly updated to reflect
45 applicable research and best practices.
46 Each school district and charter school shall file its social media use education policy
47 with the department of elementary and secondary education in a manner and form prescribed by
48 the department.
49 SECTION 2. The General Laws are hereby amended by inserting after chapter 93L the
50 following chapter:-
51 CHAPTER 93M
52 ONLINE PROTECTION
53 Section 1. As used in this chapter, the following words shall, unless the context clearly
54 requires otherwise, have the following meanings:
55 “Account”, a unique profile for a user of a social media company.
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56 “Algorithmic ranking system”, means a computational process, including a process
57 derived from algorithmic decision making, machine learning, statistical analysis or other data
58 processing or artificial intelligence techniques, used to determine the selection, order, relative
59 prioritization or relative prominence of content from a set of information that is provided to a
60 user on a social media platform, including search results ranking, content recommendations,
61 content display or any other automated content recommendation method.
62 “Content”, text, image or video created, shared or viewed through a social media
63 platform.
64 “Connected account”, an account directly connected to another account by affirmative
65 request or affirmative confirmation by the users of both accounts.
66 “Social media feed”, the presentation of content to users of a social media platform that
67 has been recommended, selected or prioritized for presentation based on an algorithmic ranking
68 system or other information associated with the user’s account.
69 “Social media platform”, a public website, online service, online application or mobile
70 application that displays content primarily generated by users and allows users to create, share
71 and view user-generated content with other users. “Social media platform” shall not include
72 email, cloud storage, SMS, MMS, RCS, or similar text messaging telecommunications services
73 or document viewing, sharing or collaboration services.
74 “Minor”, an individual who is under 18 years of age.
75 “User”, an individual who accesses or uses a social media platform through an account.
76 “Parent”, a parent or legal guardian.
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77 Section 2. (a) A social media platform shall implement an age assurance or verification
78 system to determine whether a user on the social media platform meets age requirements to use
79 the platform under applicable law. The age assurance system shall consist of the best technology
80 available in the age assurance and verification industry with measures reasonably calculated to
81 accurately identify a current or prospective user’s age and determine the proper level of access to
82 the social media platform’s features pursuant to this chapter with 99 per cent accuracy.
83 (b) A social media platform shall implement a review process to allow users to appeal the
84 social media platform’s age designation by submitting documentary evidence over the internet to
85 establish that the user is not a minor and shall review the documentary evidence submitted and
86 make a determination on the appeal within 3 days.
87 (c) Any data or information gathered by the social media platform for use in the age
88 assurance system, or during any appeal of the age assurance system’s determination, shall be
89 segregated by the social media platform and remain confidential. The data and information
90 gathered for use in the age assurance system, or during any appeal of the system’s determination,
91 shall not be used for any other purpose by the social media platform.
92 Section 3. (a) Upon determination that an account belongs to a minor user, a social media
93 platform shall set the default settings of the minor user to ensure a heightened level of privacy
94 and limit the use of features that prolong minor engagement with the social media platform. The
95 default settings shall include, but not be limited to:
96 (i)restricting the visibility of the minor user’s account to only connected accounts;
97 (ii)limiting the minor user to only sharing content with connected accounts;
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98 (iii)limiting the minor user to only direct messaging with connected accounts;
99 (iv)enabling a social media feed that only presents content chronologically;
100 (v)disabling autoplay functions that continuously present content to a user;
101 (vi)disabling continuous scrolling or pagination functions that present continuous
102 content as the user continues to scroll a social media feed;
103 (vii)disabling notifications to the minor user concerning a social media feed between
104 the hours of 10:00 p.m. and 6:00 a.m. and between the hours of 9:00 a.m. and 3:00 p.m.;
105 (viii)restricting a minor user from accessing the social media platform between the
106 hours of 10:00 p.m. and 6:00 a.m. and between the hours of 9:00 a.m. and 3:00 p.m.;
107 (ix)restricting a minor user from accessing the social media platform for more than 1
108 ½ cumulative hours of use in any 24 hour period;
109 (x)restricting a minor user from accessing the social media platform for 10 minutes
110 after 20 minutes of continuous use.
111 (b) The default settings of a minor user of a social media platform who is 15 years old or
112 younger provided in clauses (ix) and (x) of subsection (a) may be changed with parental consent
113 pursuant to section 5; provided, however, the parent may not increase access pursuant to clause
114 (ix) to more than 2 hours in any 24 hour period and the parent may not increase continuous use
115 pursuant to clause (x) to more than 30 minutes before 10 minutes of inaccessibility.
116 (c) The default settings of a minor user of a social media platform provided in clauses (ix)
117 and (x) of subsection (a) may be changed by a minor user who is 16 or 17 years old; provided,
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118 however, the minor user may not increase access pursuant to clause (ix) to more than 2 hours in
119 any 24 hour period and the minor user may not increase continuous use pursuant to clause (x) to
120 more than 30 minutes before 10 minutes of inaccessibility.
121 (d) A social media platform shall restrict from public visibility a minor user’s account
122 within 1 hour of receiving a request for a restriction by a parent of a minor user 15 years old or
123 younger or by a minor user and shall delete a minor user’s account within 3 days of receiving a
124 request for a deletion by a parent of a minor user 15 years old or younger or by a minor user.
125 Any restriction or deletion pursuant to this subsection shall include all information and material
126 made publicly available by the minor user on the social media platform. Nothing in this
127 subsection shall require a social media platform to contravene any federal or state law or
128 regulation or require a social media platform to delete information subject to a law enforcement
129 investigation.
130 (e) A social media platform shall provide a conspicuous tool with each item of content to
131 allow a minor user the ability to flag or otherwise indicate that the minor user found the content
132 to be unwanted or harmful.
133 (f) A social media platform shall present a warning to minor users on the negative effects
134 of social media use on social, emotional and physical health. The warning shall be presented to a
135 minor user upon account activation and every 30 days thereafter and shall require the minor user
136 to acknowledge the warning before proceeding to use the social media platform.
137 Section 4. (a) A social media platform shall publicly and conspicuously post the
138 following information on the social media platform's website:
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139 (i) data and information on how the social media platform tracks platform use by minor
140 users including, but not limited to:
141 (1) any tracking by the social media platform on the number of times for each mode of
142 interaction that a minor user interacts with other accounts in an hour, day, week and month; and
143 (2) whether and how the social media platform engages in any limitations in the ability of
144 minor users to engage in account interactions;
145 (ii) data and information on whether and how the social media platform:
146 (1) assesses the relevance of content on the platform to the preferences of a minor user;
147 and
148 (2) assesses minor users' expressed preferences regarding content;
149 (iii) statistics on the platform's use by minor users for each distinct type of account
150 interaction or engagement, including but not limited to:
151 (1) sending invitations or messages to other platform users;
152 (2) commenting on content;
153 (3) resharing content;
154 (4) liking content;
155 (5) voting for content;
156 (6) reacting to content;
157 (7) posting new minor user-generated content;
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158 (8) disseminating minor user-generated content to other platform users; and
159 (9) time spent on the platform by minor users;
160 (iv) data and information on when and how often notifications are sent to a minor user
161 and how the social media platform determines when to send a notification to a minor user; and
162 (v) a description of all product experiments that have been conducted on 1,000 or more
163 minor users of the social media platform, including a description of the experimental conditions
164 and the results of the product experiment for all experimental conditions on users' viewing or
165 engaging with content that:
166 (i) minor users indicate to be of high or low quality;
167 (ii) minor users indicate complies or does not comply with the users' expressed
168 preferences;
169 (iii) minor users indicate is harmful or unwanted; or
170 (iv) minor users indicate violates platform policies.
171 (b) Every 7 days the social media platform shall survey minor users to determine
172 whether, and to what extent, the minor user had experienced unwanted or harmful activity on the
173 social media platform. The social media platform shall collect the surveys required pursuant to
174 this subsection and any data concerning the flagging of unwanted or harmful content pursuant to
175 subsection (e) of section 3 and make the surveys and data publicly available.
176 Section 5. Nothing in this chapter shall be construed as requiring a social media platform
177 to provide a parent any additional or special access to or control over the data or accounts of their
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178 minor user child; provided, however, the social media platform may provide a parent access to
179 the account of a minor user child for the purposes of obtaining consent pursuant to section 3.
180 Section 6. A violation by a social media platform of the provisions of this chapter shall be
181 deemed an unfair or deceptive act or practice in trade or commerce under the provisions of
182 chapter 93A. A violation of section 2 or section 3 shall be punished by a civil fine of not more
183 than $5,000 per violation. Each user affected by a violation of section 2 or section 3 shall be
184 considered a separate violation under this section. A violation of section 4 shall be punished by a
185 civil fine of not more than $1 million. Each day that a violation of section 4 occurs shall be
186 considered a separate violation under this section.
Administrative Offices
82 Oakland Road
Reading, MA 01867
781 944-5800
READING SCHOOL COMMITTEE
Thomas Wise Chair
Erin Gaffen Vice-Chair
Shawn Brandt
Sarah McLaughlin
Carla Nazzaro
Charles Robinson
Thomas Milaschewski, Ed.D.
Superintendent of Schools
TO: Reading School Committee
FROM: Thomas Wise, Reading School Committee Chair
DATE: February 25, 2025
TOPIC: Policy Subcommittee Update and Policy Amendment Notification
In alignment with Policy BGB – Policy Adoption, we will provide notice of multiple policies to be reviewed for adoption at
our next meeting in March. The Policy Subcommittee met on February 11th and February 18th of this year. During those
meetings, we reviewed and approved to suggest the adoption of the following policies:
Policy IKF – Graduation Requirements
Policy GBA – Equal Employment Opportunity
Policy GBEA – Staff Ethics Conflict of Interest
Policy GBEB – Staff Conduct
Policy GBEC – Drug-Free Workplace
Policy GBGB – Staff Personal Security and Safety
Policy IKF was updated to account for the need to define competency determination as part of the graduation
requirements due to the state-wide vote to remove the passing of MCAS as a graduation requirement. The G Policies
were initially updated in alignment with the MASC review in March of 2023 but also went through significant reviews
and updates by our HR Director and legal counsel.
During those meetings, we reviewed amendments to Policy FF – Naming New Facilities. That Policy was tabled, pending
a few more changes before the Subcommittee will vote to recommend, or not, the updated version for School
Committee adoption.
This will be the first notification of this kind, but not the last. We have many more to review over the next few months.
Thank you.
Information/Correspondence
Reading Public Schools
School Committee Meeting Packet
February 27, 2025
From:Wise, Thomas
To:SOCA 4 EJI
Cc:Milaschewski, Thomas; Lejeune, Olivia; Callanan, Jessica
Subject:Re: School Committee Meeting 2/27
Date:Tuesday, February 25, 2025 9:53:55 PM
Good evening.
Please accept my apologies for the delayed response. For some reason, this email was
trapped in our junk folder.
I want to quickly provide an update on Policy FF for you. First, all policy reviews have
been backlogged as all members of the Policy Subcommittee have been challenged with
time availability due to our work schedules. Recently, we were able to review a few key
policies, including FF, and you may see a memo outlining that fact in the next School
Committee packet. Concerning FF, following an entire Committee discussion for
guidance and next steps, we have undertaken two reviews in the Policy Subcommittee.
The policy has not yet crystallized into a version the Subcommittee believes is complete
and ready for full School Committee approval. Our next meeting is currently scheduled
for the morning of March 4th and we hope the policy will be ready to move forward then.
As to the rest of your request, under the existing Policy FF, we cannot put such a topic on
the agenda until the following happens:
1. The petitioner(s) need to meet with the School Committee Chair and the
Superintendent to outline the justification for their request.
2. Following Step (1), if the request is in good order, the administration and School
Committee must provide at least 30 days' notice to the Community of the request.
3. Following Step (1), and in alignment with Step (2), we will agree to a School
Committee meeting at which we will be able to hear the initial justification of the
request.
4. Following Step (3), at the next School Committee meeting, then the School
Committee will be able to discuss the request, vote to consider it, and potentially
create an Advisory Committee to assess and/or study the request to provide a
recommendation to the School Committee.
Therefore, to proceed, we must begin with Step (1) above. We can work with board
members of SOCA4EJI to find a suitable time to commence these discussions formally.
Finally, as previously mentioned, please send emails from your student accounts in the
future. This will help insure they don’t accidentally get classified by Outlook as junk and
we can respond to them more quickly.
Thank you.
Tom Wise
Chair, Reading School Committee
617-869-6825
From: SOCA 4 EJI <studentsofcolorforeji@gmail.com>
Sent: Thursday, February 13, 2025 1:20 PM
To: Gaffen, Erin <Erin.Gaffen@reading.k12.ma.us>; DG School Committee
<SchoolCommittee@reading.k12.ma.us>; Milaschewski, Thomas
<Thomas.Milaschewski@reading.k12.ma.us>; Wise, Thomas <Thomas.Wise@reading.k12.ma.us>;
Callanan, Jessica <Jessica.Callanan@reading.k12.ma.us>
Subject: School Committee Meeting 2/27
CAUTION: This email originated from outside of Reading Public Schools. Do not click
links or open attachments unless you recognize the sender email address and know the
content is safe.
Dear School Committee,
We are requesting to be put on the School Committee agenda for February 27, 2025. We are
asking the School Committee to update us on the status of our request of the revision of Policy
FF that was originally presented on May 9, 2023 to the School Advisory Council and School
Committee liaisons Chuck Robinson and Tom Wise, which was then followed by a Policy FF
change proposal to the School Committee on February 8, 2024. We would also like the School
Committee to consider our request to change the name of Joshua Eaton Elementary School.
We look forward to hearing from you.
Best,
Student of Color & Allies for Equity, Justice, & Inclusion