Annual Enforcement Report: Distraction-Free School Policy

In compliance with New York State Education Law 2803, passed in the Fiscal Year 2026 state budget, the Williamsville Central School District implemented its updated Distraction-Free School Policy for the 2025-2026 school year. This “bell-to-bell” mandate required all internet-enabled personal devices (including smart phones, smart watches, and tablets) to be turned off and securely stored from the beginning to the end of the instructional day. 

The primary objectives of this policy are to maximize academic focus, reduce digital distractions, improve students’ mental wellness, and foster real-world social connections. As mandated by state law, the district follows a progressive educational, and non-exclusionary disciplinary framework; no student may be suspended solely for a violation of this policy. 

This annual report provides a transparent, data-driven overview of policy enforcement across our schools, evaluates potential demographic disparities, and outlines corrective measures where necessary.
 

During the 2025-2026 school year, a total of 810 unique students across the district received formal disciplinary action for noncompliance with the policy, resulting in a total of 1,618 enforcement incidents.

High School (East, North, South):

The vast majority of enforcement actions occurred at the high school level, involving 1,059 unique students and 1,519 total incidents:

• 1 Infraction: 732 students (732 total incidents)
• 2 Infractions: 197 students (394 total incidents)
• 3 Infractions: 122 students (367 total incidents)
• 4 or More Infractions: 8 students (26 total incidents recorded)

Middle School (Casey, Heim, Mill, Transit):

Enforcement at the middle school level was minimal involving 78 unique students and 100 total incidents, reflecting a high initial compliance with the storage protocols:

• 1 Infraction: 78 students (78 total incidents)
• 2 Infractions: 11 students (22 total incidents)

Elementary Level (Country Parkway, Dodge, Forest, Heim, Maple East, Maple West):

Device violations at the elementary level were non-existent, reflecting high compliance.

• 1 Infraction: 0 students (0 total incidents)

Further analysis of the data was reviewed to determine if any demographic sub-groups experienced a statistically significant disparate impact in policy enforcement.

Key Finding

• Socioeconomic Status: Economically disadvantaged students represent roughly 24% of the district enrollment but make up only 3% of the disciplined population. There is no disparate impact targeting this group.
• Race & Ethnicity: Black/African American, Hispanic/Latino, Asian, Multiracial, and Other students represent approximately a combined 30% of the district enrollment and account for 51% of policy enforcements. This tracks closely with general population lines, showing no statistically significant disparate impact.
• Students with Disabilities: Students with documented disabilities (IPs or 504 plans) account for 14% of total district enrollment but represent 22% of the unique students disciplined under this policy. 
   

1. Restorative and Educational Interventions

• Action: The building will utilize trained staff to enforce protocols to integrate restorative practices before formal disciplinary actions are logged. 
• Focus: Instead of immediate data logging, initial infractions will prioritize reinforcing the “why” behind digital wellness, utilizing school counselors and social workers to address underlying technology dependencies.

2. Quarterly Administrative Data Audits

• Action: The Assistant Superintendent for Operations and Student Services will review anonymized enforcement data on a quarterly basis during the 2026-2027 school year, rather than waiting for the annual report cycle. 
• Focus: This allows the district to identify and correct any emerging enforcement disparities in real-time.