Petition for Purposeful Tech Policy in Forest Park Schools

A campaign from Schools Beyond Screens - Schools Beyond Screens - Forest Park D91

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Why This Matters

As parents and caregivers in Forest Park schools, we have seen firsthand how screens affect our children's ability to focus, connect with their peers, and engage in meaningful learning. We want our schools to be places where kids are curious, connected, and fully present. We share that goal with our teachers and administrators, and we believe D91 has both the opportunity and the means to make it happen.

We're not alone in this. Large districts across the country are already acting: both LA Unified and NYC Public Schools recently-passed policies that set hard grade-level screen time limits, blocked non-educational platforms on school devices, removed devices for the youngest students, and added weekly screen reports for parents. Dozens more have followed, not because of a mandate from above, but because parents organized, showed up, and made it impossible to ignore.

The Forest Park D91 Board of Education already has the authority to act, without waiting for state or federal guidance. This petition, grounded in policies other districts have already put in place, is our way of showing that parents and the community are paying attention, and that we're ready to work with them to get there.

[This petition is intended for parents, caregivers, staff, students, residents, and taxpayers of Illinois School District 91; Forest Park.]

 
Dear Forest Park Board of Education and Interim Superintendents Timothy Kilrea and James Gay,
We are writing to urge Forest Park School District 91 to adopt a clear, transparent, purposeful technology policy that addresses the needs and concerns of D91 educators, students, and parents.
The District and caregivers have the same vision: To be “a safe and nurturing learning community where every student is engaged, experiences a strong sense of belonging, and maintains a strong focus on attendance, while we uphold the highest standards for innovation and continuous improvement to support each child's success.” We believe a clear technology policy is important to meeting this vision.  Together, let’s embrace intentional, child-centered, evidence-based policies around classroom technology.
We were encouraged to see recent policies implemented in New York City Public Schools and Los Angeles Unified School District -- the two largest school districts in the nation, affecting over 1.2 million students. Their leadership demonstrates that districts of any size can take meaningful action. We are asking Forest Park School District 91 to follow their example.
Our Requests
We urge Forest Park School District 91 to adopt a comprehensive screen time policy that includes the following:
  1. Eliminate devices for the youngest students. The District technology policy should reflect the abundant educational research that supports prioritizing hands-on, interactive, play-based learning, particularly for students in elementary grades. Except where required for IEP/504 accommodations or augmentative/alternative communication, 1:1 digital devices should be removed from preschool through 1st grade.

  2. Set specific, enforceable screen time limits by grade level. Create policies to ensure screen time is limited and high quality. Screen time should be used only when it provides educational value that cannot be replicated offline.

  3. Reduce 1:1 device programs. We ask that the District transition to shared laptop carts and computer labs for grades 2nd-5th. We also ask that the District determine whether there is compelling, reliable evidence that a 1:1 Chromebook policy is necessary at the middle school level.

  4. Proactively block non-educational platforms on district devices. Protect students from YouTube, gaming, social media, inappropriate content and other digital distractions on district devices. Student device use should always be supervised, purposeful, and intentional. 

  5. Ban screens during unstructured time. We ask the District to prohibit device and screen use during passing periods, breakfast, lunch, and recess for elementary and middle school students. These moments of unstructured time are critical for social development and should not be dominated by screens.

  6. Encourage paper-pencil work and physical textbooks, including options for off-screen homework. Research consistently shows better comprehension and retention with print materials. Policies should actively encourage analog instruction, especially for homework at the elementary and middle school level.

  7. Provide parents with transparency about technology use. We ask that the District update the Caregiver Handbook to reflect current technology use and to explicitly permit caregivers to inspect all instructional materials, including external and third-party programs and products. 

  8. Provide parents with meaningful opt-out rights. Instead of the current blanket consent form, we ask that the District update the Responsible Use Procedure to allow families to opt out of specific EdTech programs and ensure alternative learning methods are always available. We also ask that families are allowed to opt out of taking a 1:1 device home.

  9. Establish clear standards and procedures for vetting and adopting digital tools. We ask that digital tools and programs should only be considered for adoption if they provide educational value that cannot be replicated offline; staff implementing the tools/programs will be adequately supported; and there is third-party evidence to support the tools’/programs’ effectiveness and value.

  10. Establish a procedure for routinely assessing EdTech products, tools, and licenses the District has purchased. This assessment should determine whether they are being used and whether their implementation has been effective and productive. Contracts should only be renewed if there is sufficient, compelling evidence to do so. 

  11. Disable student access to any generative AI tools, apps, websites, and software on all school-issued devices. This step is in alignment with current District policy that students should not use generative AI on school-issued devices.

We know that how technology is used affects our children's ability to focus, connect with their peers, and engage in meaningful learning. This fact alone necessitates the creation of a District policy that will ensure technology is only used when it supports student learning.  

We appreciate that District leaders and educators have previously responded to caregiver concerns regarding technology. We believe that our district leaders and board members have already demonstrated they will listen to caregiver voices, which is why we are signing this petition to make our requests known.

The public consensus is growing. Much larger school districts have shown it can be done. We respectfully urge Forest Park School District 91 to act now to protect the health, development, and academic success of our children.
Sincerely, 
The Undersigned

Recent Supporters

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