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LHS Electronic Device Education and Intervention Plan                                                                                                                       Español

Communicate shared values

Communicate expectations

Remind and reinforce values and expectations

Apply in-class consequences

Call for behavior support to get help for refusal and disruption

Set up family meeting for repeated disruptions to learning involving an electronic device

  1. Communicate shared values

    • People are most important

    • Learning with and from others supports academic growth

    • Anything that distracts from relationships or disrupts collaboration is a barrier to learning/growth

    • These values must be posted and consistently referenced

    • Families can always contact us through neighborhood offices

  1. Communicate expectations

    • Off and away during instructional time

    • 1:1 Chromebooks may be used with teacher permission for an educational purpose

    • These expectations should be posted and consistently referenced

    • No students on music - the teacher may play a student selected playlist (school appropriate)

    • Plan instruction bell to bell, use strategies to build relationships (not earn time on phones), or read (no “opt out” kids have options but not phones) or review concepts or work on homework

  1. Remind and reinforce values and expectations

    • Before the bell rings direct students to “power down and put your phones away”

    • Communicate that you expect them to learn and value their participation & learning/growth

  1. Apply in-class consequences

    • Redirect student and restate expectation

    • Bring lock box to student

      • Direct student to power down and lock device - “We don’t need to see what’s on your phone. We need to learn together, and the phone is a distraction.”

      • Student puts it in lock box (teacher should handle the phone minimally if at all)

    • Store lock box in a locked location

    • Teacher will hand the device back at the end of the class (students should not grab for phones)

  1. Call for behavior support to get help for refusal and disruption

    • Behavior responder will collect the phone from the student and bring it to the main office

    • If the student will not hand over the phone, the responder will escort student to available behavior support staff to process

    • Behavior support staff will place the phone in locked location in main office

    • Student and adult will call the family to discuss partnership strategies to support the student

    • Student will get the device back with adult family permission

    • Student may return to class with escort when ready to learn

    • Behavior support staff update a spreadsheet to track students, phones, and family contacts

    • BEA works from main office to return phones with family permission at the end of that period

  1. Set up family meeting for repeated disruptions to learning involving an electronic device

    • Meet with neighborhood principal  and/or Dean, and SSIT member, and teacher

    • Create a tertiary intervention plan for students who need high levels of support



A cell phone is an incredibly important personal possession

  • It may be the most expensive thing a student owns
  • It is personalized to express their identity

  • It is used to cope with stress and anxiety - may be used to avoid unwanted feelings

  • It holds all contacts and connects them with family and friends

    • This phone keeps them safe

    • They use it to keep friends and family safe

Best practices  for handling a student’s personal electronic device

  • Handle it minimally, keep it safe and secure in your possession
  • Return it reliably - don’t forget or go back on your word to return it

Best practices for messaging




  • I will help you keep your phone safe

  • It will be locked in secure place

  • It will be returned at the end of block if you give it to me, or at the end of the day if security comes

  • Your family can reach you through the through neighborhood offices

  • You may give it to me or put it in the lockbox yourself

  • You do not have the choice to distract yourself and others from learning & growth

Be mindful of the language we use with students. Avoid saying "I will take" and instead focus on the choice they are making: “You may choose to put the phone in the box or choose a different consequence”

Scenario: The start of class right after the bell.

Staff: This is your final opportunity to put your phone off and away, if I see any cell phones from now until the end of class, it will be stored in the lock box.  Your phone will be returned to you at the end of class. If you choose not to put your phone in the lock box, behavior support will be called and the phone will be returned to you with parent permission.  

Scenario:  You see a student’s phone after the announcements have been made.

Staff:  I see your phone.  Put it in the lock box and you will get it back at the end of class.

Student:  Refuses

Staff:  Since you chose not to put your phone in the lock box, I am calling behavior support. You will get the phone back with parent permission.