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ECP NetHappenings k12 Education Personal Device Policy PlayBook
This week, the Department called on every state, school district, and school to adopt policies to guide use of student personal devices in schools. In support, the agency issued “Planning Together: A Playbook for Student Personal Device Policies,” with a model process that education leaders may use to design policies for the use of cell phones and other personal devices in schools, alongside educators, students, parents, and caregivers. It provides a set of step-by-step practices for building a shared understanding of the needs and concerns surrounding personal devices in a school community, as well as recommendations for addressing them through clear and consistent policies (press release).
“In this digital age, every elementary, middle, and high school should have a clear, consistent, and research-informed policy to guide the use of cell phones and [other] personal devices in school,” asserted Secretary Cardona. “That is why we are issuing a resource to help support education officials and local communities in developing policies that are understandable and enforceable and prioritize learning while ensuring student safety. The evidence makes clear: there is no one-size-fits-all policy. Different school communities have different needs, and the nuances of this issue demand local voices — parents, educators, and students — inform local decisions around the use of student personal devices in schools.”
This resource was developed in response to the May 23, 2023, White House fact sheet announcing actions to protect youth mental health, safety, and privacy online, as part of the Administration’s efforts to address the mental health needs of young people. The process outlined in the playbook helps to ensure that personal device policies are informed by the perspectives, experiences, and needs of educators, students, parents, and other community members — a critical recommendation from researchers and practitioners.
Also this week, the Department issued two non-regulatory guidance documents concerning educators.
The first document, “Supporting a Diverse Educator Workforce to Strengthen Teaching and Learning,” highlights the benefits of a diverse educator workforce for all students, particularly for students of color; describes steps that states and districts may take to support their educator workforce; and spotlights federal funding available to support these efforts.
The second document, “Using Title II, Part A Funds to Strategically Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes,” details how Title II, Part A funding under the Elementary and Secondary Education Act (ESEA) may help implement strategic policies, address educator shortages, and provide educators and students with what they need to thrive. This includes using targeted federal funding to support strategies related to improving compensation and working conditions, expanding pathways into the profession, providing induction and professional learning, offering leadership and career advancement opportunities, and promoting diversity.
In related news, the Department posted recordings and presentations from its Supporting State Action to Advance the Education Professions’ National Capstone Event.
And a reminder: Apply now for the Department’s 2025-26 School Ambassador Fellowship Program. This program enables outstanding teachers, principals, counselors, psychologists, social workers, and other school-based professionals to bring their expertise to the agency and expand their knowledge of the national dialogue on education. In turn, fellows facilitate the learning and input of other educators and community members. As in previous years, applicants may choose to apply as Full-Time Fellows — take a leave of absence from their districts and support the Department’s efforts remotely on a daily basis — or as Part-Time Fellows — continue serving in their districts while working with the agency up to 10 hours a week. The application closes January 13, 2025, at 11:59 p.m. Eastern Time.
Office of Science and Technology Policy (OSTP) released a five-year “Federal Strategic Plan for Advancing STEM Education and Cultivating STEM Talent” to further the Administration’s goals of increasing economic opportunity for all and developing the workforce needed to meet the great challenges of today, from combating the climate crisis to realizing the benefits of artificial intelligence (AI) while managing its risks. This plan will guide the federal government, in coordination with key partners throughout the science, technology, engineering, and math (STEM) ecosystem, to inspire, teach, recruit, train, and retain talent within learning, working, and research settings, so Americans across the country can achieve their aspirations in STEM. It identifies three essential principles — access and opportunity, partnerships and ecosystem development, and transparency and accountability — to progressing the five pillars of engagement; teaching and learning; workforce; research and innovation capacity; and environments (White House fact sheet and Department post).
The Department’s Office for Civil Rights (OCR) announced that Temple University has entered into a resolution agreement to ensure its compliance with Title IV of the Civil Rights Act when responding to allegations of harassment based on shared ancestry (including shared Jewish, Palestinian, Arab, and/or Muslim ancestry) (press release).
Non-regulatory guidance from the Department’s Office of Special Education and Rehabilitative Services (OSERS) and Office of Elementary and Secondary Education (OESE) promotes the use of functional behavioral assessments (FBAs) and support plans for students with and without disabilities to address behavior that interferes with learning and reduce suspensions and expulsions.
The 2024 Nation’s Report Card will debut a new measure of student socioeconomic status. Instead of relying solely on students’ eligibility for free or reduced-price lunch, the National Assessment of Educational Progress (NAEP) will also include the number of books in a student’s home and the highest level of education of either parent.
- Data-packed report from the Arts Education Partnership, with featured sections on access, enrollment, and participation; learning; staffing; and funding.
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