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Board opens wide policy discussion on student screen time, asks for IT usage data
Summary
Board members debated district screen time practices and potential policy language, asking administration to compile IT usage data and to bring recommendations to Ed Services and Policy committees; members emphasized IEP/504 exceptions and need for measurable metrics.
The Watertown Unified School District board devoted a substantial portion of its July 27 meeting to a district‑wide conversation about student screen time and possible policy changes.
Superintendent Sarah introduced concerns raised by IT and educational services about the impact of heavy early‑life screen exposure on attention and reading skills. “The first five years of a child's life, a screen really should not be in their face,” she said, summarizing the administration’s concern that excessive digital media can contribute to dysregulation and lower reading outcomes. Board members responded with a mix of support and caution: some urged prompt policy direction and measurable objectives, while others emphasized that exceptions for IEPs and targeted interventions must remain in place.
Board members asked IT to produce data on when and how screens are used in classrooms and for administration to present that evidence to Ed Services in August, with subsequent Policy committee work to craft any enforceable language. One board member urged specificity: a policy that merely states a preference for pen and paper will not be enforceable; members asked for usage statistics, disciplinary incidence tied to devices, and proposed measurable goals for a phased approach.
Why it matters: student device use affects daily instruction, classroom management and potentially literacy outcomes; the board signaled it wants data‑driven policy recommendations rather than broad platitudes.
