North Colonie Central School District follows New York State’s Distraction-Free Schools law by putting a bell-to-bell ban on student cell phone and personal device use. These reports summarize enforcement of the internet-enabled device policy during the previous school year in accordance with that law at both Shaker Middle School and Shaker High School.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}]],"hasForm":false,"component":"ts-one-column","properties":{"margin":{"top":10,"left":10,"right":10,"value":10,"bottom":10,"linked":true},"padding":{"top":0,"left":0,"right":0,"value":0,"bottom":0,"linked":true},"anchorTag":"","borderRadius":{"value":0},"customClasses":[],"backgroundColor":{"value":"","toggle":false},"backgroundImage":{"image":null,"toggle":false}}}],[{"id":"cbc0422a-e821-456c-a227-d26be84f54a4","name":"Text","config":{"blockId":"cbc0422a-e821-456c-a227-d26be84f54a4","content":"Building: Shaker Middle School
Reporting Period: 2025-2026 School Year
Date of Report: July 13, 2026
This section provides a high-level overview of the total policy violations and the unique number of students involved during the reporting period.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"7ccf12e0-9162-46e8-bb13-9e99e4cd6688","name":"Table","config":{"table":{"theme":"default","content":"Metric Category | Total Count | Note / Description |
|---|---|---|
Total Violations Logged | 59 | The absolute number of recorded policy infractions across the entire school year. |
Unique Students Involved | 50 | The distinct count of individual students who received one or more violations. |
The following table tracks the volume of repeat infractions to help identify students who may require targeted intervention.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"3ec44ca3-70d8-4f27-8107-bd0b34ef9da9","name":"Table","config":{"table":{"theme":"default","content":"Number of Violations per Student | Count of Students | Percentage of Total Impacted Students |
|---|---|---|
1 Violation | 50 | 84.75% |
2 Violations | 8 | 13.56% |
3 Violations | 1 | 1.69% |
4 Violations | 0 | 0.00% |
These metrics are utilized to evaluate equity in policy enforcement across demographic cohorts.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"70728020-18a1-4d4d-91fb-6e91de391a8b","name":"Table","config":{"table":{"theme":"default","content":"Gender Cohort | Unique Student Count | % of Enforced Population | % of Student Population |
|---|---|---|---|
Male | 24 | 48.00% | 48.00% |
Female | 26 | 52.00% | 51.00% |
Race/Ethnicity Cohort | Unique Student Count | % of Enforced Population | % of Student Population |
|---|---|---|---|
Asian | 5 | 10.0% | 23.60% |
Black or African American | 11 | 22.00% | 8.00% |
Hispanic or Latino | 3 | 6.00% | 6.90% |
White | 26 | 52.00% | 55.00% |
Two or More Races | 7 | 10.00% | 6.30% |
Descriptive summary tracking enforcement allocation across secondary grade tiers.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"6d9f4720-8e82-4045-95e7-eefd128058b6","name":"Table","config":{"table":{"theme":"default","content":"Grade Level | Unique Student Count | Total Logged Violations |
|---|---|---|
Grade 6 | 11 | 13 |
Grade 7 | 13 | 15 |
Grade 8 | 26 | 31 |
While the total number of infractions for the building is only 59, the data suggest a few potential disparities. Black students account for 22% of incidents while representing approximately 8% of the student population. Multiracial students represent 6.3% of enrollment but 11.9% of documented incidents. This indicates that Black and Multiracial students are represented in the incident data at a higher rate than expected, based solely on enrollment. This may not establish a clear bias or inequitable practices, but areas of focus which should also be looked into are; repeat incidents, location of incident, attendance and engagement data.
Grade 8 students account for 53% of all documented incidents, despite representing only one grade level. This suggests that interventions should be concentrated on Grade 8, which could include school counselor lessons, parent communication and education, classroom expectation reminders, and beginning of the year re-teaching in hall meetings.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"59df6199-2088-4da2-b6f9-fb87ed1cd523","name":"Headline","config":{"blockId":"59df6199-2088-4da2-b6f9-fb87ed1cd523","content":"To ensure systemic accountability, consistency, and alignment with supportive educational practices, Shaker Middle School will execute the following strategic actions:
Continue universal enforcement of the district's electronic device expectations.
Create an open dialogue with families by sending out beginning of the year communications as well as continuous communication from the hall principals and building principal throughout the year.
Add stronger language within several hall meetings about the device expectations and consequences for violation of the policies.
Work with health teachers and school counselors to generate lessons on the dangers of social media and technology addiction.
Develop targeted Grade 8 prevention strategies, as this grade accounts for over half of all incidents. Start by examining what 7th and 6th grade are doing to address electronics.
Monitor incident patterns for Black and Multiracial students using additional contextual data before drawing conclusions about disproportionality.
Review whether repeat offenders account for a disproportionate share of incidents, as a small number of students can significantly influence overall patterns.
Continue annual equity reviews by comparing incident data with enrollment demographics and other indicators such as attendance, academic performance, and classroom referrals.
Building: Shaker High School
Reporting Period: 2025-2026 School Year
Date of Report: August 11, 2026
This section provides a high-level overview of the total policy violations and the unique number of students involved during the reporting period.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"76f2b8be-2927-4295-80db-2a5d664c9675","name":"Table","config":{"table":{"theme":"default","content":"Metric Category | Total Count | Note / Description |
|---|---|---|
Total Violations Logged | 421 | The absolute number of recorded policy infractions across the entire school year. |
Unique Students Involved | 284 | The distinct count of individual students who received one or more violations. |
The following table tracks the volume of repeat infractions to help identify students who may require targeted intervention.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"7e1613b8-8c39-43ca-9b2a-433645b2da0c","name":"Table","config":{"table":{"theme":"default","content":"Number of Violations per Student | Count of Students | Percentage of Total Impacted Students |
|---|---|---|
1 Violation | 195 | 69% |
2 Violations | 63 | 23% |
3 Violations | 14 | 5% |
4 Violations | 12 | 4% |
These metrics are utilized to evaluate equity in policy enforcement across demographic cohorts.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"85559c51-565f-4f47-be5c-3565b5f433c4","name":"Table","config":{"table":{"theme":"default","content":"Gender Cohort | Unique Student Count | % of Enforced Population | % of Student Population |
|---|---|---|---|
Male | 170 | 60% | 51% |
Female | 114 | 40% | 49% |
Race/Ethnicity Cohort | Unique Student Count | % of Enforced Population | % of Student Population |
|---|---|---|---|
Asian | 41 | 14% | 24% |
Black or African American | 65 | 23% | 10% |
Hispanic or Latino | 27 | 10% | 7% |
White | 121 | 43% | 54% |
Two or More Races | 29 | 10 | 6 |
American Indian or Alaska Native | 1 | 0.3% | 0% |
Native Hawaiian or Other Pacific Islander | 0 | 0% | 0% |
Descriptive summary tracking enforcement allocation across secondary grade tiers.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"d2bc8aaf-818c-413b-8015-262f41272ff9","name":"Table","config":{"table":{"theme":"default","content":"Grade Level | Unique Student Count | Total Logged Violations |
|---|---|---|
Grade 9 | 47 | 61 |
Grade 10 | 77 | 116 |
Grade 11 | 98 | 155 |
Grade 12 | 62 | 89 |
This report summarizes enforcement of the internet-enabled device policy during the previous school year in accordance with the New York State Phone-Free Schools Law. The district analyzed enforcement data by student gender and race to determine whether enforcement actions were disproportionately applied to any demographic group.
Gender Disparities
One statistically significant disparity was identified by gender. Male students represented a larger proportion of students receiving enforcement actions than their representation in the overall student population, accounting for 60% of the violations despite accounting for 51% of the population.
Racial Disparities
There were several statistical disparities when analyzing the data by race. Black students accounted for 12% of the infractions while making up 8% of the population, and multi racial students accounted for 23% of the infractions while only making up 10% of the population. Conversely, Asian students only accounted for 14% of the infractions despite making up 24% of the population, and white students accounted for 43% of the infractions while making up 54% of the population.
Grade Level Disparities
When looking at the grade level data, there was a massive disparity with the 11th grade cohort, as they accounted for 37% of the violations, with the next closest cohort being 10th grade with 26%.
"},"hasForm":false,"component":"ts-text","properties":{"anchorTag":"","customClasses":[]}}],[{"id":"ea3b933c-7936-4e14-8f89-c00f7edfd8e4","name":"Headline","config":{"blockId":"ea3b933c-7936-4e14-8f89-c00f7edfd8e4","content":"1. Reinforce Expectations Early
Continue starting the school year with classroom reminders, parent communication, and advisory lessons that clearly explain both expectations and the purpose of the policy.
Create videos for opening day homerooms that include this information
Include information in Class Assemblies
Include information in new student orientations and 8th grade transition programs
During Spring CSEs and 504 meetings for all students with IEPs/504s who will attend SHS in subsequent year; message in all CSEs/504s
Target Menands (in 2027-2028 consider messaging in Jan 2028 to potential enrollees)
2. Focus Additional Supports on Upper Grades
Because the largest number of violations occurred among students in Grades 10 and 11, provide targeted reminders before potential periods of increased violations.
Create lessons/supplement curriculum in Health (10th Grade), ELA, Social Studies
Add an intentional series of lessons to Freshmen Seminar
3. Partner with Student Leaders
Expand opportunities for student government members, club leaders, athletic captains, and peer mentors to communicate the benefits of reduced screen time and model positive compliance.
Student Leadership Council (SLC) host Regional Symposium on topics related to technology and learning and climate & culture; include identity clubs (Black Student Union, Indian Student Organization, Pakistan Student Association)
4. Continue Family Communication
Maintain proactive communication with families throughout the year, reinforcing that consistent school-home expectations remain one of the strongest contributors to successful implementation.
Continue strategic communication at beginning and throughout school year
Encourage communication from district level to support positive outcomes
5. Strengthen Support for Students with Identified Needs
Collaborate with special education staff, school counselors, and case managers to ensure that students with IEPs and Section 504 Plans clearly understand expectations and receive individualized support when appropriate. Where personal devices serve documented educational or accessibility purposes, continue to implement accommodations in accordance with student plans.
During Spring CSEs and 504 meetings for all students with IEPs/504s who will attend SHS in subsequent year; message in all CSEs/504s
Reinforce expectations with all staff to prevent mixed messages to students; expectations same in all settings (general classroom, resource room, special program). Work with PPS administrators to ensure they are knowledgeable of policy and are giving the same consistent message.
6. Monitor Repeat Violations
Use data dashboards to identify students demonstrating repeated violations early in the year and implement restorative conferences, goal-setting meetings, and family outreach.
Institute parent meeting for second offences; include all relevant parties if the student is part of a sub-group with additional support.
7. Continue Faculty & Staff Calibration
Provide periodic administrator and faculty sessions to reinforce consistent implementation across classrooms.
Continue highlighting during all faculty meetings
8. Yearly data review
Review data yearly to look for disparities in violation enforcement. Including gender, race, grade. Create committees with students of impacted groups to gain understanding and create remediation plans.