Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the School Discipline topic
No spam. Unsubscribe anytime.
Conroe ISD reports 12,880 cell‑phone referrals in first year of state rule; most students had a single citation
Summary
District data show 12,880 cell‑phone referrals districtwide in year one of the state-mandated cell‑phone policy; roughly half of high‑school disciplinary referrals were phone‑related and about 27% of high‑school students had at least one infraction.
Administration presented a year‑one report on implementation of the state’s cell‑phone policy and described next steps to standardize campus consequences and accommodate students with IEPs. Dr. Landry said the district recorded 12,880 total cell‑phone referrals districtwide, representing about 46.6% of high‑school referrals. He said 6,587 unique students were disciplined under the policy and that 27% of high‑school students had at least one infraction.
Key findings presented by administration included: - 12,880 total cell‑phone referrals districtwide, with high‑school referrals accounting for roughly half of all office referrals; about 27% of high‑school students had at least one citation. - 6,587 unique students disciplined under the policy; 74% of junior‑high cited students had only a single incident and 56% of high‑school cited students had one incident. - The district identified a small group of repeat offenders (about 68 students with nine or more incidents).
Trustees asked about campus outliers (Ky Creek and Conroe High showed higher referral counts) and whether the apparent decline in referrals late in the year reflected changes in implementation, testing schedules or staff practices. Administration said principals would review campus processes during a district summer meeting and that staff will calibrate a graduated discipline matrix so repeat infractions receive progressively higher consequences. Trustees also discussed accommodations and communication when an IEP or 504 plan permits certain device use; administration said it would standardize procedures so teachers and administrators can identify accommodated students quickly without stigmatizing them.
Why it matters: The district’s numbers show the policy led to a large number of referrals and required staff time; administrators plan to refine consequences and communications to reduce repeats while protecting students with legitimate accommodations.
