Eugene School District 4J

The district is updating its expectations on student use of personal electronic devices during instructional hours to create a consistent and supportive learning environment that protects instructional time while supporting student well-being, safety and belonging. These expectations align with:

• Board Policy JFCEB and Administrative Regulation JFCEB-AR.
• Executive Order 25-09
• Oregon law (ORS 336.840)/li>

This update is not about punishment. It is about clarity, consistency, and shared routines across all schools.

“Off and away” is the districtwide expectation during instructional hours. This means:

• Devices are powered off or silenced.
• Devices are stored out of sight.
• Devices are not visible or in use unless explicitly authorized by staff.

This expectation applies bell to bell, including passing times and meal periods.

“Pack or park” describes the approved way devices are stored during the school day.

• Pack: The device is stored in a backpack, locker or another school-identified storage location and remains there for the instructional day.
• Park: The device is placed in a staff-designated classroom or school storage area and remains there for the duration of the class period or the instructional day, as directed by staff.
  Each school will clearly communicate its specific storage procedures.

While expectations are consistent districtwide, schools may use different storage systems or routines based on age level, building layout, and student needs. All procedures align with the same district standards and expectations.

Personal electronic devices include:

• Cell phones and smartphones
• Smartwatches
• Personally owned earbuds or headphones connected to a personal device.
• Other personal devices capable of communication or internet access.

District-issued instructional devices such as laptops or iPads used for learning are not included.

During the school day:
Yes. Expectations apply bell to bell, including passing times and meal periods, unless explicitly authorized by staff.

Before and after school:
No. Students may use personal devices before and after school, as long as use follows school conduct expectations and does not interfere with supervision or safety.

After-school programs, athletics, and activities:

• Instructional after-school programs (e.g., BEST, tutoring, district-run academic programs): Expectations apply unless staff authorize use.
• Athletics and non-instructional activities: Limited device use may be permitted for coordination, safety or supervision when office-based communication is not readily available, as directed by staff.

On the school bus:

Yes. Communication access remains important.

• Students may contact parents or guardians through the school office or designated staff.
• In emergencies or urgent situations, staff may authorize device use.
• Communication will occur in a private, dignified and supportive way.

Access to communication is not dependent on owning a personal device.

The district uses progressive responses designed to keep students engaged in learning.

Level 1: First Instance or Minor Misuse

• Verbal reminder and reteaching.
• Correction of storage expectations.
• A brief reflection or restorative conversation may occur.

Level 2: Repeated or Ongoing Misuse

• The device will be held until the end of the school day in the main office.
• Notification is provided to parents/family, which will include a phone call and/or a request for device pickup.
• May be documented as a minor referral.
• Storage expectations may be adjusted to support compliance.

Level 3: Defiance or Disruptive Misuse

• Includes refusing to comply.
• Device is brought to the main office for end-of-day pickup.
• A student conference is required.
• A technology contract will require daily device check-in for a specified period.

Serious misconduct includes:

• Harassment, bullying, or threats.
• Recording or photographing others without consent.
• Sharing illegal or harmful content.

These incidents are addressed under separate Board policies (including Policy JFCF) and, when applicable, Title IX or law enforcement. Consequences are based on the behavior, not device possession.

Students who need device access for:

• Medical needs
• Disability-related accommodations (Section 504 Plan or IEP)
• Approved instructional purposes
• Other legally permitted reasons

Students will continue to be supported through appropriate documented accommodations and authorization processes. January provides time to review information and submit requests, if needed.

Medical providers may recommend accommodations; however, only the school’s Section 504 or IEP teams can determine accommodations required to ensure access to a Free Appropriate Public Education (FAPE). The district will provide an appropriate accommodation, though it may not always be the specific device requested.

Families may submit the Personal Electronic Device (PED) Exemption Request Form to request exemptions for:

• Medical needs (with documentation)
• Disability-related accommodations under a Section 504 Plan or IEP
• Approved academic purposes
• Other circumstances permitted by law or policy

The form is not required if device access is already documented in a student’s IEP or Section 504 Plan. Requests are reviewed within five school days. Denied requests may be appealed under Policy KL-AR(1).

• School-specific questions? Contact your school’s main office or administration
• District-level questions? Email PED@4j.lane.edu

The district is updating its expectations on student use of personal electronic devices during instructional hours to create a consistent and supportive learning environment that protects instructional time while supporting student well-being, safety and belonging. These expectations align with:

• Board Policy JFCEB and Administrative Regulation JFCEB-AR.
• Executive Order 25-09
• Oregon law (ORS 336.840)

This policy is not “phones are banned.” It is “phones are off and away during instructional time, unless authorized or documented.”

Staff responsibilities include:

• Implementing expectations consistently within the school’s established storage system.
• Using staff authorization appropriately when devices support instruction, translation, assistive technology or health monitoring.
• Following progressive and restorative responses when misuse occurs.
• Referring exemption and/or accommodation requests to the correct process (504/IEP teams or Form A).
• Protecting student privacy by avoiding photos and video documentation for routine enforcement.

Consistency matters. If staff practices vary widely, confusion and conflict increase.

“Off and away” is the districtwide expectation during instructional hours. This means:

• Devices are powered off or silenced.
• Devices are stored out of sight.
• Devices are not visible or in use unless explicitly authorized by staff.

This expectation applies bell to bell, including passing times and meal periods.

What to do in practice: 

Explicitly teach expectations, with intentional instruction and practice in January.
Clearly explain the graduated response levels (Levels 1–3):

• Jan. 6-9 focuses on Level 1 responses (reminders and practice)
• Levels 2 and 3 begin on Jan. 12, following full implementation

Use simple and consistent language when reminding students:

•  “Off and away. Pack or park.”

Reinforce routines at predictable moments, including:

• Start of class or transitions:  “Quick reminder: off and away—pack or park. Thank you.”
• If redirection is needed: “Please follow our expectation: off and away. Pack or park.”

If a student asks why: 

“This is our schoolwide expectation to keep learning focused. If you need access for a specific reason, we can talk after class.”

Tone check

• Calm
• Neutral
• Consistent
• No public debate

What not to do:

•  Do not create personal “exceptions” that bypass the building process
•  Do not negotiate rules differently for different students unless there is a documented support plan