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Parents urge school board for clearer code-of-conduct process and limits on screen time in elementary classrooms
Summary
During public comment, PTA representatives and parents asked the board to make the code of conduct process and its implications for students (including those with IEPs) more accessible and requested district guidance or policy on the use of classroom screens and educational technology, citing concerns about attention and child development.
Several parents used the public-comment period at the Dec. 16 Ferndale School Board meeting to press the district on two related concerns: transparency around a forthcoming code-of-conduct document and the role of screens and educational technology in elementary classrooms.
Jessica Pero, speaking as a representative of the PTA advocacy committee, said the code of conduct is under legal review and not yet public and asked the board to communicate the development process and make the document accessible to families. "We'd like to understand better how the code of conduct will be made accessible to all families and understand how it will actually impact specifically students with IEPs," she said, and suggested breaking the document into smaller parts and offering instructional videos for different grade levels.
Parents also raised concerns about pervasive screen use in elementary classrooms. Gavin Sailor, a parent and family medicine doctor, described widespread screens—classroom TVs, iPads and gym interactive systems—and said his child now talks about video-game-like math animations rather than classroom content. "When my son was in kindergarten... now he talks about the animations on the math app," Sailor said, asking whether the district has policies guiding technology type, amount and implementation.
Jamie Solomon, an early-childhood educator, urged the board to consider district guidance limiting media and tech use in early grades, arguing that hands-on active learning better supports development and that some ed-tech features resemble online reward systems. "The pervasiveness of the screens and the frequency with which they pop up in the curriculum... could lead to our children's reliance on and addiction to screens," she said.
Board response and next steps: Administrators acknowledged the concern and reminded the public that complaints about staff are handled outside public meetings; the public'comment speakers asked for clearer communication and parent-friendly resources as the code and implementation details are finalized.
Why it matters: Parents and early-education professionals pressed the board for clearer guidance on a policy area—technology use—that affects classroom practice, early learning and family expectations. With curriculum and resource choices ongoing, the board and administration may consider a formal review of classroom technology guidance and how the forthcoming code of conduct intersects with accommodations for students with IEPs.
What to watch next: Parents requested clearer public communication about the code-of-conduct timeline and accessible materials; the board will continue routine policy work and may consider a formal review of technology guidelines.
