This week, the Denver Public Schools Communication Devices Advisory Committee (CDAC) held its second meeting, continuing the district’s discussion on student communication device policies, including bell-to-bell phone-free approaches, and how those policies intersect with accessibility, equity, and student safety.
Below is a summary of key updates, testimony, and themes from the meeting:
Public Comment Highlights
Public commenters expressed strong support for bell-to-bell phone-free policies, citing research and lived experience that link unrestricted technology use to increased anxiety, reduced focus, poor sleep, and challenges to student well-being. Speakers emphasized that partial or instructional-time-only policies place an unfair enforcement burden on teachers and create inconsistencies across classrooms. Parents highlighted the opportunity for DPS to lead with an equitable, student-centered approach that supports learning, mental health, and school culture.
Multilingual Learners (MLLs) and Linguistic Access
The committee reviewed legal requirements and best practices for ensuring linguistic access for MLL students under ESSA (Every Student Succeeds Act), state ELPA (English Language Proficiency Act) requirements, and the DPS Consent Decree.
Key Takeaways:
- Linguistic access goes beyond English translation and includes allowing students to use their native language to understand complex ideas, demonstrate knowledge, and fully participate in learning.
- Examples of approved linguistic tools include pocket translators, handheld scanners, camera-based translation tools, speech-to-speech translation, and district-approved software such as Google Translate and Google Read&Write on district-issued devices.
- DPS policy language should clearly state that technology restrictions, including cell phone policies, must not prevent access to necessary linguistic tools.
Students with IEPs and Section 504 Plans
The committee discussed the role of assistive technology under IDEA (Individuals with Disabilities Education Act) and the importance of explicitly protecting communication devices used by students with disabilities.
Key points included:
- Assistive technology is essential, not optional, and includes any equipment or system that increases, maintains, or improves a student’s functional capabilities.
- Communication tools such as tablets with communication apps, speech-generating devices, and symbol-based systems must be allowed and protected throughout the school day.
- Policy language must clearly state that device restrictions cannot limit communication or access to instruction for students with disabilities.
There is also an opportunity for public comment at upcoming meetings, with time set aside at the beginning for community voices.
Nursing Services and Medical Needs
Members emphasized the need for policies to protect access to medically necessary devices.
Examples discussed:
- Cell phones or devices linked to continuous glucose monitors (CGMs), insulin pumps, cardiac or neurological monitoring systems.
- Apps such as Dexcom Follow and Dexcom Sugarmate often require a personal smartphone to be within 20 feet of the student, creating challenges under a bell-to-bell phone-free policy.
- For students with IEPs or 504 plans, these tools are medical supports critical to student health and safety.
Policy Questions and Tensions Raised
- Do students access these tools through DPS-issued equipment or personal devices?
- How will accessibility be ensured when DPS-issued devices are damaged or delayed in replacement?
- Are cell phones the only viable option for some medical monitoring needs, or could iPads be used (and at what fiscal cost)?
- How will staff — including substitute teachers — be informed about student exemptions?
- With over 30,000 MLL students, 14,000 students with IEPs, and 195 languages spoken in DPS homes, how can policy language be inclusive, practical, and enforceable?
Some questions, including how many students currently rely on DPS-issued equipment, were tabled for future discussion.
Small Group Work (Gallery Walk)
Committee members broke into groups to discuss:
- Intended benefits of communication device use for specific student populations
- Potential unintended consequences of restrictive policies
- Intersections between access tools and communication devices
- Policy language that could address these challenges
Closing and Next Steps
- A survey will be released next week to gather broader feedback.
- Members noted growing agreement around bell-to-bell phone-free approaches, including examples from KCAA where students showed improved attention and engagement.
- A recurring theme was the need for transparent, inclusive policy language and strong cross-department coordination to ensure policies are realistic and workable in schools.
Upcoming CDAC Meeting & Public Comment Opportunity
- The next CDAC meeting will take place on February 10.
- Community members will have an opportunity to provide public comment.
- Sign up for public comment can be submitted in advance using this form.
We’ll continue to monitor CDAC’s progress and share updates as the conversation moves forward. As always, thank you for staying engaged in this important work for DPS students and families.
