Ce ll Phone s in Sc hools Ce ll Phone s in Sc hools Ra nde e J. Wa - - PDF document

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Ce ll Phone s in Sc hools Ce ll Phone s in Sc hools Ra nde e J. Wa - - PDF document

4/26/2019 Ce ll Phone s in Sc hools Ce ll Phone s in Sc hools Ra nde e J. Wa ld ma n E mo ry L a w Sc ho o l rwa ldm2@ e mo ry.e du April 2019 April 2019 CE CE L L L L PHONE PHONE S & SMART S & SMART PHONE PHONE S: S:


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SLIDE 1

4/26/2019 1

Ce ll Phone s in Sc hools Ce ll Phone s in Sc hools

April 2019 April 2019 Ra nde e J. Wa ld ma n E mo ry L a w Sc ho o l rwa ldm2@ e mo ry.e du

CE L L PHONE S & SMART PHONE S: T HE BASI CS CE L L PHONE S & SMART PHONE S: T HE BASI CS

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SLIDE 2

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T e r minology T e r minology

 Ce ll Phone :  te le phone that doe sn’t ne e d landline c onne c tion;  se nd/ r

e c e ive voic e c alls & se nd te xt me ssage s

 Smar

tphone

 Ce ll Phone + advanc e d c omputing c apability, inc . 3r

d par ty apps

Inte r

ne t c onne c tivity: 3G/ 4G data and wi- fi

lar

ge stor age c apac ity

 Ce ll Phone :  te le phone that doe sn’t ne e d landline c onne c tion;  se nd/ r

e c e ive voic e c alls & se nd te xt me ssage s

 Smar

tphone

 Ce ll Phone + advanc e d c omputing c apability, inc . 3r

d par ty apps

Inte r

ne t c onne c tivity: 3G/ 4G data and wi- fi

lar

ge stor age c apac ity

Mobile Phone Owne rship Ove r T ime Mobile Phone Owne rship Ove r T ime

10 20 30 40 50 60 70 80 90 100 10/ 1/ 02 3/ 1/ 03 8/ 1/ 03 1/ 1/ 04 6/ 1/ 04 11/ 1/ 04 4/ 1/ 05 9/ 1/ 05 2/ 1/ 06 7/ 1/ 06 12/ 1/ 06 5/ 1/ 07 10/ 1/ 07 3/ 1/ 08 8/ 1/ 08 1/ 1/ 09 6/ 1/ 09 11/ 1/ 09 4/ 1/ 10 9/ 1/ 10 2/ 1/ 11 7/ 1/ 11 12/ 1/ 11 5/ 1/ 12 10/ 1/ 12 3/ 1/ 13 8/ 1/ 13 1/ 1/ 14 6/ 1/ 14 11/ 1/ 14 4/ 1/ 15 9/ 1/ 15 2/ 1/ 16 7/ 1/ 16 12/ 1/ 16 5/ 1/ 17 10/ 1/ 17 Ce ll Pho ne s Sma rtpho ne s

% Owns De vic e Da te s Surve ye d (Annua lly As Da ta Allo ws)

So urc e : Surve ys c o nd uc te d 2002-2018. PE W RE SE ARCH CE NT E R

HT T P:/ / WWW.PEWINT E RNET .ORG/ FAC T

  • SHEET

/ MOBIL E /

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Who Owns Ce ll Phone s and Smartphone s Who Owns Ce ll Phone s and Smartphone s

10 20 30 40 50 60 70 80 90 100

Hispa nic Bla c k White Bo ys Girls U.S. T e e ns

Sma rtpho ne De skto p o r L a pto p

% Owns De vic e

So urc e : Surve ys c o nduc te d Ma rc h 7-April 10, 2018.

PE W RE SE ARCH CE NT E R

HT T P:/ / WWW.PE WINT E RNE T .ORG/ 2018/ 05/ 31/ T E E NS- SOCIAL

  • ME

DIA-T ECHNOL OG Y-2018/

Who Owns Ce ll Phone s and Smartphone s Who Owns Ce ll Phone s and Smartphone s

So urc e : Surve ys c o nduc te d Ma rc h 7-April 10, 2018.

PE W RE SE ARCH CE NT E R

HT T P:/ / WWW.PE WINT E RNE T .ORG/ 2018/ 05/ 31/ T E E NS- SOCIAL

  • ME

DIA-T ECHNOL OG Y-2018/

10 20 30 40 50 60 70 80 90 100

Co lle g e + So me Co lle g e HS o r le ss Pa re nt's le ve l o f e duc a tio n: $75K + $30K

  • $74,999

L e ss tha n $30K Ho use ho ld I nc o me :

Sma rtpho ne De skto p o r L a pto p

% Owns De vic e

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How Many Kids T ake a Phone to Sc hool? How Many Kids T ake a Phone to Sc hool?

10 20 30 40 50 60 70 80

E ve ry Da y At le a st se ve ra l time s a we e k L e ss o fte n Ne ve r

Pe rc e nt Stude nts

77% 7% 8% 8%

So urc e : Surve ys c o nduc te d June 26-Se pt. 24, 2009.

PE W RE SE ARCH CE NT E R

HT T P:/ / WWW.PE WINT E RNE T .ORG/ 2010/ 04/ 20/ T E E NS- AND-MOBIL E

  • PHONE

S/

How Ofte n Do You Use Your Phone ? How Ofte n Do You Use Your Phone ?

So urc e : Surve ys c o nduc te d June 26-Se pt. 24, 2009.

PE W RE SE ARCH CE NT E R

HT T P:/ / WWW.PE WINT E RNE T .OR G/ 2010/ 04/ 20/ T E E NS-AND- MOBIL E

  • PHONE

S/

10 20 30 40 50 60 Ha ve yo ur pho ne turne d o n Se nd o r re c e ive te xts during c la ss Se ve ra l T ime s a Da y At L e a st Onc e a Da y At L e a st Se ve ra l T ime s a We e k L e ss Ofte n Ne ve r 48% 12% 5% 12% 23% 31% 12% 7% 14% 36%

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Smartphone s by Gra de Smartphone s by Gra de

 In 2015, 53 pe rc e nt o f e le me nta ry sc ho o l stud e nts, 66 pe rc e nt o f middle sc ho o l stude nts, a nd 82 pe rc e nt o f hig h sc ho o l stude nts re po rte d using sma rtpho ne s re g ula rly.1  T he se numb e rs a re up fro m 44 pe rc e nt, 58 pe rc e nt, a nd 75 pe rc e nt, re spe c tive ly, in 2014.2  Se ve n-in-te n e le me nta ry sc ho o l stude nts, two -thirds o f middle sc ho o l stude nts, a nd o ve r ha lf o f hig h sc ho o l stude nts re po rte d tha t the y wo uld like to use mo b ile de vic e s mo re o fte n in the c la ssro o m.3  T he da ta pa int a c le a r pic ture : the o ve rwhe lming ma jo rity o f te e ns a re a c c e ssing the inte rne t, mo st te e ns a re a lmo st c e rta inly a c c e ssing it via sma rtpho ne s, a nd ma ny a re do ing it a t sc ho o l.  In 2015, 53 pe rc e nt o f e le me nta ry sc ho o l stud e nts, 66 pe rc e nt o f middle sc ho o l stude nts, a nd 82 pe rc e nt o f hig h sc ho o l stude nts re po rte d using sma rtpho ne s re g ula rly.1  T he se numb e rs a re up fro m 44 pe rc e nt, 58 pe rc e nt, a nd 75 pe rc e nt, re spe c tive ly, in 2014.2  Se ve n-in-te n e le me nta ry sc ho o l stude nts, two -thirds o f middle sc ho o l stude nts, a nd o ve r ha lf o f hig h sc ho o l stude nts re po rte d tha t the y wo uld like to use mo b ile de vic e s mo re o fte n in the c la ssro o m.3  T he da ta pa int a c le a r pic ture : the o ve rwhe lming ma jo rity o f te e ns a re a c c e ssing the inte rne t, mo st te e ns a re a lmo st c e rta inly a c c e ssing it via sma rtpho ne s, a nd ma ny a re do ing it a t sc ho o l.

T e ac he r s on Smartphone s in Sc hool T e ac he r s on Smartphone s in Sc hool

 70 pe rc e nt o f surve ye d hig h sc ho o l te a c he rs sa y stude nt use o f sma rtpho ne s c a use s “te nsio n a nd d isruptio n” in the c la ssro o m.1  50 pe rc e nt o f tho se te a c he rs re po rt we e kly disruptio ns due to stude nts’ sma rtpho ne use ; 36 pe rc e nt re po rt d a ily d isruptio ns.2  While the se te a c he rs re po rt tha t te c hno lo g y like WiF i, la pto ps, le a rning so ftwa re , sma rtb o a rd s, a nd sc ho o l-spe c ific we b po rta ls ha ve a po sitive e ffe c t

  • n the c la ssro o m, sma rtpho ne s a re vie we d

ne g a tive ly.3  Distra c tio n due to sma rtpho ne use is so pe rva sive tha t the Ca lifo rnia Sta te T e a c he rs’ Pe nsio n F und, a n inve sto r in Apple , re c e ntly dra fte d a n o pe n le tte r c a lling o n Apple to stud y the issue a nd ma ke it e a sie r to limit juve nile stude nts’ use o f the d e vic e s.4  70 pe rc e nt o f surve ye d hig h sc ho o l te a c he rs sa y stude nt use o f sma rtpho ne s c a use s “te nsio n a nd d isruptio n” in the c la ssro o m.1  50 pe rc e nt o f tho se te a c he rs re po rt we e kly disruptio ns due to stude nts’ sma rtpho ne use ; 36 pe rc e nt re po rt d a ily d isruptio ns.2  While the se te a c he rs re po rt tha t te c hno lo g y like WiF i, la pto ps, le a rning so ftwa re , sma rtb o a rd s, a nd sc ho o l-spe c ific we b po rta ls ha ve a po sitive e ffe c t

  • n the c la ssro o m, sma rtpho ne s a re vie we d

ne g a tive ly.3  Distra c tio n due to sma rtpho ne use is so pe rva sive tha t the Ca lifo rnia Sta te T e a c he rs’ Pe nsio n F und, a n inve sto r in Apple , re c e ntly dra fte d a n o pe n le tte r c a lling o n Apple to stud y the issue a nd ma ke it e a sie r to limit juve nile stude nts’ use o f the d e vic e s.4

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Additional Data Additional Data

 Smar

tphone use among middle -sc hool-age d youth is inc r e asing with the ave r age age that a c hild ge ts a smar tphone at 10.3 ye ar s old.

 56% of middle sc hools allow stude nts to c ar

r y the ir c e ll phone s with the m all day, while 82% of par e nts do not want the ir middle sc hoole r s to use the ir phone s dur ing the sc hool day.

 Public sc hools ar

e twic e as like ly to allow middle sc hoole r s to c ar r y phone s all day than ar e pr ivate sc hools.

 T

e e ns ave r age 30 te xts/ day

 L

  • w- inc ome / youths of c olor

mor e like ly to be “Smar tphone - only” Inte r ne t use r s

 Smar

tphone use among middle -sc hool-age d youth is inc r e asing with the ave r age age that a c hild ge ts a smar tphone at 10.3 ye ar s old.

 56% of middle sc hools allow stude nts to c ar

r y the ir c e ll phone s with the m all day, while 82% of par e nts do not want the ir middle sc hoole r s to use the ir phone s dur ing the sc hool day.

 Public sc hools ar

e twic e as like ly to allow middle sc hoole r s to c ar r y phone s all day than ar e pr ivate sc hools.

 T

e e ns ave r age 30 te xts/ day

 L

  • w- inc ome / youths of c olor

mor e like ly to be “Smar tphone - only” Inte r ne t use r s

So urc e : Sur ve y Re ve a ls T ha t T he Ma jor ity of US Middle Sc hools Allow Stude nts to Ca r r y Ce ll Phone s T hr

  • ug hout the Sc hool Da y

Autho rs De la ne y Rusto n, MD, Andre w Orle b e ke MPA, T a lia F rie dma n, L isa T a b b De c e mb e r 13, 2017 https:/ / sta tic 1.sq ua re spa c e .c o m/ sta tic / 5a 69fe 629f8dc e 3218418fe 2/ t/ 5a 8e e 7b e 652de a a e 30b 8e b 23/ 1519314881193/ CPC+Surve y.pdf

What Kind of Conte nt is on Stude nts’ Phone s? What Kind of Conte nt is on Stude nts’ Phone s?

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SE ARCHE S I N SCHOOL S SE ARCHE S I N SCHOOL S

Sc hool Offic ial Se ar c he s: T he Basic s Sc hool Offic ial Se ar c he s: T he Basic s

Ne w Je rse y v. T L O, 469 U.S. 325 (1985)  4th Ame ndme nt a pplie s in sc ho o ls

 Sc ho o l o ffic ia ls = g o ve rnme nt a c to rs

 Stud e nts ma inta in rig ht to priva c y while

  • n sc ho o l g ro unds

 No ne e d fo r a wa rra nt o r pro b a b le c a use  “the le g a lity o f a se a rc h o f a stude nt sho uld de pe nd simply o n the re a so na b le ne ss, unde r a ll the c irc umsta nc e s, o f the se a rc h” Ne w Je rse y v. T L O, 469 U.S. 325 (1985)  4th Ame ndme nt a pplie s in sc ho o ls

 Sc ho o l o ffic ia ls = g o ve rnme nt a c to rs

 Stud e nts ma inta in rig ht to priva c y while

  • n sc ho o l g ro unds

 No ne e d fo r a wa rra nt o r pro b a b le c a use  “the le g a lity o f a se a rc h o f a stude nt sho uld de pe nd simply o n the re a so na b le ne ss, unde r a ll the c irc umsta nc e s, o f the se a rc h”

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SLIDE 8

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“Re asonable ne ss” “Re asonable ne ss”

Justifie d a t its inc e ptio n; re a so na b le g ro unds fo r suspe c ting tha t the

se a rc h will turn up e vide nc e tha t the stude nt ha s vio la te d o r is vio la ting e ithe r the la w o r the rule s

  • f the sc ho o l.

Re a so na b ly re la te d in sc o pe to the

c irc umsta nc e s tha t justifie d the initia l inte rfe re nc e .

Re a so na b ly re la te d to the o b je c tive s o f the se a rc h

a nd no t e xc e ssive ly intrusive in lig ht o f the a g e a nd se x o f the stude nt a nd the na ture o f the infra c tio n.

Justifie d a t its inc e ptio n; re a so na b le g ro unds fo r suspe c ting tha t the

se a rc h will turn up e vide nc e tha t the stude nt ha s vio la te d o r is vio la ting e ithe r the la w o r the rule s

  • f the sc ho o l.

Re a so na b ly re la te d in sc o pe to the

c irc umsta nc e s tha t justifie d the initia l inte rfe re nc e .

Re a so na b ly re la te d to the o b je c tive s o f the se a rc h

a nd no t e xc e ssive ly intrusive in lig ht o f the a g e a nd se x o f the stude nt a nd the na ture o f the infra c tio n.

T he Justific ation T he Justific ation

 “Ag a inst the c hild's inte re st in priva c y must b e se t the sub sta ntia l inte re st o f te a c he rs a nd a dministra to rs in ma inta ining disc ipline in the c la ssro o m a nd o n sc ho o l g ro unds. Ma inta ining

  • rde r in the c la ssro o m ha s ne ve r b e e n e a sy, b ut in re c e nt ye a rs, sc ho o l diso rde r ha s o fte n ta ke n

pa rtic ula rly ug ly fo rms: drug use a nd vio le nt c rime in the sc ho o ls ha ve b e c o me ma jo r so c ia l pro b le ms. E ve n in sc ho o ls tha t ha ve b e e n spa re d the mo st se ve re disc iplina ry pro b le ms, the pre se rva tio n o f o rde r a nd a pro pe r e duc a tio na l e nviro nme nt re q uire s c lo se supe rvisio n o f sc ho o lc hildre n, a s we ll a s the e nfo rc e me nt o f rule s a g a inst c o nduc t tha t wo uld b e pe rfe c tly pe rmissib le if unde rta ke n b y a n a dult…. Ac c o rding ly, we ha ve re c o g nize d tha t ma inta ining se c urity a nd o rde r in the sc ho o ls re q uire s a c e rta in de g re e o f fle xib ility in sc ho o l disc iplina ry pro c e dure s, a nd we ha ve re spe c te d the va lue o f pre se rving the info rma lity o f the stude nt- te a c he r re la tio nship.”  “It is e vide nt tha t the sc ho o l se tting re q uire s so me e a sing o f the re stric tio ns to whic h se a rc he s b y pub lic a utho ritie s a re o rdina rily sub je c t. T he wa rra nt re q uire me nt, in pa rtic ula r, is unsuite d to the sc ho o l e nviro nme nt: re q uiring a te a c he r to o b ta in a wa rra nt b e fo re se a rc hing a c hild suspe c te d o f a n infra c tio n o f sc ho o l rule s (o r o f the c rimina l la w) wo uld unduly inte rfe re with the ma inte na nc e o f the swift a nd info rma l disc iplina ry pro c e dure s ne e de d in the sc ho o ls.”  “Ag a inst the c hild's inte re st in priva c y must b e se t the sub sta ntia l inte re st o f te a c he rs a nd a dministra to rs in ma inta ining disc ipline in the c la ssro o m a nd o n sc ho o l g ro unds. Ma inta ining

  • rde r in the c la ssro o m ha s ne ve r b e e n e a sy, b ut in re c e nt ye a rs, sc ho o l diso rde r ha s o fte n ta ke n

pa rtic ula rly ug ly fo rms: drug use a nd vio le nt c rime in the sc ho o ls ha ve b e c o me ma jo r so c ia l pro b le ms. E ve n in sc ho o ls tha t ha ve b e e n spa re d the mo st se ve re disc iplina ry pro b le ms, the pre se rva tio n o f o rde r a nd a pro pe r e duc a tio na l e nviro nme nt re q uire s c lo se supe rvisio n o f sc ho o lc hildre n, a s we ll a s the e nfo rc e me nt o f rule s a g a inst c o nduc t tha t wo uld b e pe rfe c tly pe rmissib le if unde rta ke n b y a n a dult…. Ac c o rding ly, we ha ve re c o g nize d tha t ma inta ining se c urity a nd o rde r in the sc ho o ls re q uire s a c e rta in de g re e o f fle xib ility in sc ho o l disc iplina ry pro c e dure s, a nd we ha ve re spe c te d the va lue o f pre se rving the info rma lity o f the stude nt- te a c he r re la tio nship.”  “It is e vide nt tha t the sc ho o l se tting re q uire s so me e a sing o f the re stric tio ns to whic h se a rc he s b y pub lic a utho ritie s a re o rdina rily sub je c t. T he wa rra nt re q uire me nt, in pa rtic ula r, is unsuite d to the sc ho o l e nviro nme nt: re q uiring a te a c he r to o b ta in a wa rra nt b e fo re se a rc hing a c hild suspe c te d o f a n infra c tio n o f sc ho o l rule s (o r o f the c rimina l la w) wo uld unduly inte rfe re with the ma inte na nc e o f the swift a nd info rma l disc iplina ry pro c e dure s ne e de d in the sc ho o ls.”

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SLIDE 9

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 Co urts we ig h intr

usive ne ss o f se ar c h a g a inst the sc ho o l’s inte r e st

 Na ture o f the o ffe nse

implic a te s the impo rta nc e o f the sc ho o l’ s inte re st

 Drug s a nd we a po ns – le g itima te

inte re st

 Sto le n mo ne y – lo w inte re st  T

hre a ts? ? ?

 Co urts we ig h intr

usive ne ss o f se ar c h a g a inst the sc ho o l’s inte r e st

 Na ture o f the o ffe nse

implic a te s the impo rta nc e o f the sc ho o l’ s inte re st

 Drug s a nd we a po ns – le g itima te

inte re st

 Sto le n mo ne y – lo w inte re st  T

hre a ts? ? ?

Balanc ing the Inte re sts Balanc ing the Inte re sts What About Sc hool Re sour c e Offic e r s? What About Sc hool Re sour c e Offic e r s?

 Na tio na lly, mo re o fte n tha n no t, SROs a re c o nsid e re d sc ho o l o ffic ia ls fo r purpo se s o f se a rc h a nd se izure

 No CT c a se la w o n this

 F a c to rs c o urts c o nsid e r inc lude :

 Na ture o f e mplo yme nt

 Are the y e mplo ye d b y the sc ho o l o r me mb e rs o f the po lic e fo rc e ?  L

  • o k to Me mo s o f Unde rsta nding a nd/ o r
  • the r sc ho o l po lic ie s

 Na ture o f jo b re spo nsib ilitie s within the sc ho o l (T RI AD Mo de l)

 I s the SRO furthe ring e duc a tio na lly-re la te d g o a ls?

 Na tio na lly, mo re o fte n tha n no t, SROs a re c o nsid e re d sc ho o l o ffic ia ls fo r purpo se s o f se a rc h a nd se izure

 No CT c a se la w o n this

 F a c to rs c o urts c o nsid e r inc lude :

 Na ture o f e mplo yme nt

 Are the y e mplo ye d b y the sc ho o l o r me mb e rs o f the po lic e fo rc e ?  L

  • o k to Me mo s o f Unde rsta nding a nd/ o r
  • the r sc ho o l po lic ie s

 Na ture o f jo b re spo nsib ilitie s within the sc ho o l (T RI AD Mo de l)

 I s the SRO furthe ring e duc a tio na lly-re la te d g o a ls?

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SLIDE 10

4/26/2019 10

How Many SROs are in Our Sc hools? How Many SROs are in Our Sc hools?

 T he Unite d Sta te s De pa rtme nt o f Justic e so ug ht

  • nc e to c o unt the numb e r o f SROs a nd fo und

tha t the re we re mo re tha n 17,000 SROs de plo ye d in pub lic sc ho o ls na tio nwide , b ut the DOJ ha s no t re pe a te d the da ta c o lle c tio n sinc e 2007.1  T he Na tio na l Asso c ia tio n o f Sc ho o l Re so urc e Offic e rs e stima te s the re a re b e twe e n 14,000 a nd 20,000 SROs c urre ntly wo rking in pub lic sc ho o ls a c ro ss the c o untry.2  A 2018 surve y b y the Na tio na l Ce nte r fo r E d uc a tio n Sta tistic s, a sub -a g e nc y o f Unite d Sta te s De pa rtme nt o f E duc a tio n, no te d tha t 42 pe rc e nt o f pub lic sc ho o ls re po rte d tha t the y ha d a t le a st o ne SRO pre se nt a t le a st o ne da y a we e k.3  Ho we ve r, b e c a use ma ny SROs se rve mo re tha n

  • ne sc ho o l a nd so me sc ho o ls ha ve mo re tha n
  • ne SRO, it is diffic ult to “re lia b ly e xtra po la te the

numb e r o f SROs fro m the pe rc e nta g e o f sc ho o ls” in the surve y d a ta .4  T he Unite d Sta te s De pa rtme nt o f Justic e so ug ht

  • nc e to c o unt the numb e r o f SROs a nd fo und

tha t the re we re mo re tha n 17,000 SROs de plo ye d in pub lic sc ho o ls na tio nwide , b ut the DOJ ha s no t re pe a te d the da ta c o lle c tio n sinc e 2007.1  T he Na tio na l Asso c ia tio n o f Sc ho o l Re so urc e Offic e rs e stima te s the re a re b e twe e n 14,000 a nd 20,000 SROs c urre ntly wo rking in pub lic sc ho o ls a c ro ss the c o untry.2  A 2018 surve y b y the Na tio na l Ce nte r fo r E d uc a tio n Sta tistic s, a sub -a g e nc y o f Unite d Sta te s De pa rtme nt o f E duc a tio n, no te d tha t 42 pe rc e nt o f pub lic sc ho o ls re po rte d tha t the y ha d a t le a st o ne SRO pre se nt a t le a st o ne da y a we e k.3  Ho we ve r, b e c a use ma ny SROs se rve mo re tha n

  • ne sc ho o l a nd so me sc ho o ls ha ve mo re tha n
  • ne SRO, it is diffic ult to “re lia b ly e xtra po la te the

numb e r o f SROs fro m the pe rc e nta g e o f sc ho o ls” in the surve y d a ta .4

SROs and the Sc hool- to- Pr ison Pipe line SROs and the Sc hool- to- Pr ison Pipe line

 T he Na tio na l Asso c ia tio n o f Sc ho o l Re so urc e Offic e rs ma inta ins tha t wide spre a d utiliza tio n o f SROs do e s no t c o ntrib ute to the Sc ho o l-to -Priso n Pipe line .1  T he e xisting da ta , ho we ve r, sug g e st tha t SROs re sult in mo re stude nts b e ing disc ipline d o r c o ming in c o nta c t with la w e nfo rc e me nt:

 Ze ro -to le ra nc e po lic ie s ha ve inc re a se d a s a re a c tio n to hig h-pro file sc ho o l sho o ting s,2  T he numb e r o f stude nts suspe nde d o r e xpe lle d in se c o nda ry sc ho o ls na tio nwide fo r trivia l infra c tio ns o f sc ho o l rule s o r o ffe nse s inc re a se d fro m o ne in thirte e n in 1972-1973 to o ne in nine in 2009-2010,3 a nd  Sc ho o l-b a se d re fe rra ls to la w e nfo rc e me nt ha ve inc re a se d.4

 E vide nc e sug g e sts tha t tha t “inc a rc e ra ting juve nile s limits the ir future e duc a tio na l, ho using , e mplo yme nt, a nd milita ry o ppo rtunitie s…ne g a tive ly a ffe c ts a yo uth's me nta l he a lth, re info rc e s vio le nt a ttitude s a nd b e ha vio r, a nd inc re a se s the o dds o f future invo lve me nt in the justic e syste m.” 5  Sc ho o ls so me time s re fuse to re a dmit stude nts, o r, if re a dmitte d, stude nts fa c e stig ma a nd inc re a se d mo nito ring b y sc ho o l o ffic ia ls a nd SROs.6  T he Na tio na l Asso c ia tio n o f Sc ho o l Re so urc e Offic e rs ma inta ins tha t wide spre a d utiliza tio n o f SROs do e s no t c o ntrib ute to the Sc ho o l-to -Priso n Pipe line .1  T he e xisting da ta , ho we ve r, sug g e st tha t SROs re sult in mo re stude nts b e ing disc ipline d o r c o ming in c o nta c t with la w e nfo rc e me nt:

 Ze ro -to le ra nc e po lic ie s ha ve inc re a se d a s a re a c tio n to hig h-pro file sc ho o l sho o ting s,2  T he numb e r o f stude nts suspe nde d o r e xpe lle d in se c o nda ry sc ho o ls na tio nwide fo r trivia l infra c tio ns o f sc ho o l rule s o r o ffe nse s inc re a se d fro m o ne in thirte e n in 1972-1973 to o ne in nine in 2009-2010,3 a nd  Sc ho o l-b a se d re fe rra ls to la w e nfo rc e me nt ha ve inc re a se d.4

 E vide nc e sug g e sts tha t tha t “inc a rc e ra ting juve nile s limits the ir future e duc a tio na l, ho using , e mplo yme nt, a nd milita ry o ppo rtunitie s…ne g a tive ly a ffe c ts a yo uth's me nta l he a lth, re info rc e s vio le nt a ttitude s a nd b e ha vio r, a nd inc re a se s the o dds o f future invo lve me nt in the justic e syste m.” 5  Sc ho o ls so me time s re fuse to re a dmit stude nts, o r, if re a dmitte d, stude nts fa c e stig ma a nd inc re a se d mo nito ring b y sc ho o l o ffic ia ls a nd SROs.6

slide-11
SLIDE 11

4/26/2019 11

Whe n Polic e Se ar c h in Sc hools Whe n Polic e Se ar c h in Sc hools

 E xc lusive ly b y Po lic e

 No t re q ue ste d o r a utho rize d b y sc ho o l

  • ffic ia ls

 Pro b a b ly re q uire s pro b a b le c a use

 Po lic e in c o o pe ra tio n with sc ho o l o ffic ia ls

 Sta nda rd de pe nds o n the le ve l o f po lic e invo lve me nt  F a c to rs inc lude :

 Who initia te d o r re q ue ste d the se a rc h?  Did sc ho o l o ffic ia ls a utho rize the se a rc h?  Who c o nduc te d the se a rc h?

 E xc lusive ly b y Po lic e

 No t re q ue ste d o r a utho rize d b y sc ho o l

  • ffic ia ls

 Pro b a b ly re q uire s pro b a b le c a use

 Po lic e in c o o pe ra tio n with sc ho o l o ffic ia ls

 Sta nda rd de pe nds o n the le ve l o f po lic e invo lve me nt  F a c to rs inc lude :

 Who initia te d o r re q ue ste d the se a rc h?  Did sc ho o l o ffic ia ls a utho rize the se a rc h?  Who c o nduc te d the se a rc h?

CE L L PHONE SE ARCHE S: RI L E Y CE L L PHONE SE ARCHE S: RI L E Y

slide-12
SLIDE 12

4/26/2019 12

Me ans by Whic h Sc hools Obtain Phone s Me ans by Whic h Sc hools Obtain Phone s Me ans by Whic h Sc hools Obtain Phone s Me ans by Whic h Sc hools Obtain Phone s

Use o f pho ne during sc ho o l ho urs=rule infra c tio n unde r

Stude nt Co de o f Co nduc t= se izure

Stude nt a rre ste d while o n-c a mpus=SI

T A

Stude nt inve stig a te d b y sc ho o l a dministra to rs a nd/ o r

SROs, who se ize pho ne a rg uing tha t a se a rc h is ne c e ssa ry unde r T .L .O.

Use o f pho ne during sc ho o l ho urs=rule infra c tio n unde r

Stude nt Co de o f Co nduc t= se izure

Stude nt a rre ste d while o n-c a mpus=SI

T A

Stude nt inve stig a te d b y sc ho o l a dministra to rs a nd/ o r

SROs, who se ize pho ne a rg uing tha t a se a rc h is ne c e ssa ry unde r T .L .O.

slide-13
SLIDE 13

4/26/2019 13

Rile y v. Califor nia,

134 S.Ct. 2473 (2014)

Rile y v. Califor nia,

134 S.Ct. 2473 (2014)

 Facts  Case #1 Stop/search of car after impoundment, arrest for gun possession, search #1‐incriminating contacts (“CK”), search #2 incriminating photo/video  Case #2 SITA search of cell phone‐incoming calls/photo‐search of house ‐ drugs  Holding:  Police must obtain warrant to search cell phones/smartphones  Reasoning:  SITA exception doesn’t apply for smartphones/cell phones Minimal risk to officer Vast amounts of personal data  Caveat: Exigent circumstances Texting to detonate bomb Child abductor with information about child

Carpe nte r v. Unite d State s

138 S.Ct. 2206 (2018)

Carpe nte r v. Unite d State s

138 S.Ct. 2206 (2018)  F

ac ts: Polic e obtaine d, thr

  • ugh fe de r

al statute , 127 days’ wor th of Ce ll Site L

  • c ation Infor

mation (CSL I) data on De fe ndant

 Holding: Ac quisition of CSL

I = se ar c h

 Re asoning

 pe ople have r

e asonable e xpe c tation of pr ivac y in the ir move me nts

 T

hir d- par ty doc tr ine inapplic able b/ c pe ople don’t ”voluntar ily” tur n ove r info

 Nar

r

  • w: doe s not que stion “c onve ntional” sur

ve illanc e te c hnique s (se c ur ity c ame r as)

 F

ac ts: Polic e obtaine d, thr

  • ugh fe de r

al statute , 127 days’ wor th of Ce ll Site L

  • c ation Infor

mation (CSL I) data on De fe ndant

 Holding: Ac quisition of CSL

I = se ar c h

 Re asoning

 pe ople have r

e asonable e xpe c tation of pr ivac y in the ir move me nts

 T

hir d- par ty doc tr ine inapplic able b/ c pe ople don’t ”voluntar ily” tur n ove r info

 Nar

r

  • w: doe s not que stion “c onve ntional” sur

ve illanc e te c hnique s (se c ur ity c ame r as)

slide-14
SLIDE 14

4/26/2019 14

T YI NG I T AL L T OGE T HE R:

CE L L PHONE SE ARCHE S I N SCHOOL

T YI NG I T AL L T OGE T HE R:

CE L L PHONE SE ARCHE S I N SCHOOL

Jac kson v. Mc Curry

303 F .Supp. 3d 1367 (M.D. Ga. 2017)

Jac kson v. Mc Curry

303 F .Supp. 3d 1367 (M.D. Ga. 2017)

 E

DJ, a se nior in high sc hool, was r umor e d to have be e n “bad-talking” anothe r stude nt.

 Assistant pr

inc ipal que stione d E DJ.

 E

DJ de nie d ”bad-talking” M via te xt me ssage .

 AP de mande d that E

DJ unloc k and hand ove r he r phone , whic h he se ar c he d.

 Se ve r

al of E DJ’s c ontac ts we r e ide ntifie d by e mojis.

 AP se ar

c he d r e le vant me ssage s, inc luding a r e vie w of me ssage s e xc hange d with family, and c onc lude d E DJ did nothing wr

  • ng.

 E

DJ br

  • ught se ve r

al c laims, inc luding a c laim alle ging Oate s’s se ar c h violate d he r F

  • ur

th Ame ndme nt Rights.

 E

DJ, a se nior in high sc hool, was r umor e d to have be e n “bad-talking” anothe r stude nt.

 Assistant pr

inc ipal que stione d E DJ.

 E

DJ de nie d ”bad-talking” M via te xt me ssage .

 AP de mande d that E

DJ unloc k and hand ove r he r phone , whic h he se ar c he d.

 Se ve r

al of E DJ’s c ontac ts we r e ide ntifie d by e mojis.

 AP se ar

c he d r e le vant me ssage s, inc luding a r e vie w of me ssage s e xc hange d with family, and c onc lude d E DJ did nothing wr

  • ng.

 E

DJ br

  • ught se ve r

al c laims, inc luding a c laim alle ging Oate s’s se ar c h violate d he r F

  • ur

th Ame ndme nt Rights.

slide-15
SLIDE 15

4/26/2019 15

 T

he c our t applie d T .L .O. and found:  Re asonable gr

  • unds to suspe c t that a se ar

c h E DJ’s c e ll phone would r e ve al e vide nc e that she was violating/ had violate d the sc hool’s r ule against har assme nt

 T

he se ar c h not unr e asonably intr usive , e ve n though it inc lude d r e ading me ssage s of non-stude nts, be c ause AP c ould not have be e n c e r tain that te xts be twe e n E DJ and family me mbe r s ide ntifie d by e mojis we r e not, in fac t, te xts to othe r stude nts.

 T

he c our t de te r mine d that the Supr e me Cour t in Rile y did not sugge st its r ationale would apply to stude nts or

  • ve r

r ule T .L .O.  “T

he c our t r e je c ts Plaintiffs’ c onte ntion that the Supr e me Cour t’s de c ision in [Rile y] made it c le ar to all sc hool offic ials that the y will violate the F

  • ur

th Ame ndme nt if the y se ar c h a stude nt’s c e ll phone without a war r ant.”

 T

he c our t applie d T .L .O. and found:  Re asonable gr

  • unds to suspe c t that a se ar

c h E DJ’s c e ll phone would r e ve al e vide nc e that she was violating/ had violate d the sc hool’s r ule against har assme nt

 T

he se ar c h not unr e asonably intr usive , e ve n though it inc lude d r e ading me ssage s of non-stude nts, be c ause AP c ould not have be e n c e r tain that te xts be twe e n E DJ and family me mbe r s ide ntifie d by e mojis we r e not, in fac t, te xts to othe r stude nts.

 T

he c our t de te r mine d that the Supr e me Cour t in Rile y did not sugge st its r ationale would apply to stude nts or

  • ve r

r ule T .L .O.  “T

he c our t r e je c ts Plaintiffs’ c onte ntion that the Supr e me Cour t’s de c ision in [Rile y] made it c le ar to all sc hool offic ials that the y will violate the F

  • ur

th Ame ndme nt if the y se ar c h a stude nt’s c e ll phone without a war r ant.”

Jac kson v. Mc Curry Jac kson v. Mc Curry

De Co ssas v. S

  • t. T

ammany Par. S c h. Bd., No . CV 16-3786, 2017 WL 3971248 (E .D. L a . Se pt. 8, 2017) De Co ssas v. S

  • t. T

ammany Par. S c h. Bd., No . CV 16-3786, 2017 WL 3971248 (E .D. L a . Se pt. 8, 2017)

 M.D., who wa s sub se q ue ntly e xpe lle d, wa s

  • rde re d to the sc ho o l disc iplina ria n’ s o ffic e

a nd q ue stio ne d a nd se a rc he d in the pre se nc e o f a she riff’ s de puty re g a rding a lle g a tio ns tha t M.D. purc ha se d, so ld a nd po sse sse d d rug s.  During the se a rc h o f M.D., sc ho o l o ffic ia ls unc o ve re d a sma rtpho ne , de ma nde d tha t M.D. unlo c k it (whic h he e ve ntua lly did), a nd se a rc he d it.  T he c o urt he ld tha t, unde r T .L .O., the se a rc h wa s re a so na b le , a nd Rile y did no t usurp M.D.’ s “le sse r e xpe c ta tio n o f priva c y” a s a juve nile stude nt; mo re o ve r, this wa s no t a SI T A.  E ve n if the c o nduc t wa s e sta b lishe d, it did no t vio la te a “c le a rly e sta b lishe d” rig ht unde r the 4th a me ndme nt, a nd is thus una b le to

  • ve rc o me a q ua lifie d immunity de fe nse

 M.D., who wa s sub se q ue ntly e xpe lle d, wa s

  • rde re d to the sc ho o l disc iplina ria n’ s o ffic e

a nd q ue stio ne d a nd se a rc he d in the pre se nc e o f a she riff’ s de puty re g a rding a lle g a tio ns tha t M.D. purc ha se d, so ld a nd po sse sse d d rug s.  During the se a rc h o f M.D., sc ho o l o ffic ia ls unc o ve re d a sma rtpho ne , de ma nde d tha t M.D. unlo c k it (whic h he e ve ntua lly did), a nd se a rc he d it.  T he c o urt he ld tha t, unde r T .L .O., the se a rc h wa s re a so na b le , a nd Rile y did no t usurp M.D.’ s “le sse r e xpe c ta tio n o f priva c y” a s a juve nile stude nt; mo re o ve r, this wa s no t a SI T A.  E ve n if the c o nduc t wa s e sta b lishe d, it did no t vio la te a “c le a rly e sta b lishe d” rig ht unde r the 4th a me ndme nt, a nd is thus una b le to

  • ve rc o me a q ua lifie d immunity de fe nse
slide-16
SLIDE 16

4/26/2019 16

I n re Ra fa e l C.

245 Ca l. App. 4th 1288, 200 Ca l. Rptr. 3d 305 (Ma r. 25, 2016)

I n re Ra fa e l C.

245 Ca l. App. 4th 1288, 200 Ca l. Rptr. 3d 305 (Ma r. 25, 2016)

 A fire a rm wa s disc o ve re d a t Ra fa e l’ s sc ho o l, a nd a dministra to rs suspe c te d his invo lve me nt.  In the c o urse o f q ue stio ning Ra fa e l, sc ho o l a dministra to rs se ize d a nd se a rc he d his c e ll pho ne a nd sub se q ue ntly unc o ve re d dig ita l ima g e s o f Ra fa e l with wha t a ppe a re d to b e the fire a rm in q ue stio n.  On a ppe a l o f a n unsuc c e ssful mo tio n to suppre ss the se pho to s, Ra fa e l’ s c o unse l c o nte nde d tha t, pe r Rile y, sc ho o l o ffic ia ls we re re q uire d to o b ta in a wa rra nt to se a rc h Ra fa e l’ s pho ne .  T he c o urt re je c te d this a rg ume nt b e c a use Ra fa e l’ s tria l c o unse l o nly a rg ue d tha t the se a rc h wa s unre a so na b le a t its inc e ptio n. E ve n if the a rg ume nt ha d b e e n pro pe rly pre se rve d, the c o urt fo und it unpe rsua sive b e c a use :  1) T L O, dispe nsing with the wa rra nt a nd pro b a b le c a use re q uire me nts, c o ntro ls se a rc he s b y sc ho o l o ffic ia ls;  2) Rile y wa s no t a b o ut a sc ho o l se a rc h;  3) Rile y o ffe re d hypo the tic a ls whe re in wa rra ntle ss c e ll pho ne se a rc he s wo uld b e justifie d, a nd this c a se is a na lo g o us to o ne suc h hypo the tic a l; a nd  4) T he se a rc h in this c a se o c c urre d b e fo re the Supre me Co urt de c ide d Rile y.  A fire a rm wa s disc o ve re d a t Ra fa e l’ s sc ho o l, a nd a dministra to rs suspe c te d his invo lve me nt.  In the c o urse o f q ue stio ning Ra fa e l, sc ho o l a dministra to rs se ize d a nd se a rc he d his c e ll pho ne a nd sub se q ue ntly unc o ve re d dig ita l ima g e s o f Ra fa e l with wha t a ppe a re d to b e the fire a rm in q ue stio n.  On a ppe a l o f a n unsuc c e ssful mo tio n to suppre ss the se pho to s, Ra fa e l’ s c o unse l c o nte nde d tha t, pe r Rile y, sc ho o l o ffic ia ls we re re q uire d to o b ta in a wa rra nt to se a rc h Ra fa e l’ s pho ne .  T he c o urt re je c te d this a rg ume nt b e c a use Ra fa e l’ s tria l c o unse l o nly a rg ue d tha t the se a rc h wa s unre a so na b le a t its inc e ptio n. E ve n if the a rg ume nt ha d b e e n pro pe rly pre se rve d, the c o urt fo und it unpe rsua sive b e c a use :  1) T L O, dispe nsing with the wa rra nt a nd pro b a b le c a use re q uire me nts, c o ntro ls se a rc he s b y sc ho o l o ffic ia ls;  2) Rile y wa s no t a b o ut a sc ho o l se a rc h;  3) Rile y o ffe re d hypo the tic a ls whe re in wa rra ntle ss c e ll pho ne se a rc he s wo uld b e justifie d, a nd this c a se is a na lo g o us to o ne suc h hypo the tic a l; a nd  4) T he se a rc h in this c a se o c c urre d b e fo re the Supre me Co urt de c ide d Rile y.

Gallimor e v. He nr ic o Co. Sc h. Bd.

38 F .Supp.3d 721 (E .D. Va. 2014)

Gallimor e v. He nr ic o Co. Sc h. Bd.

38 F .Supp.3d 721 (E .D. Va. 2014)

F ac ts: 2 pare nts told sc hool administrators that “a long- ha ir e d stude nt” wa s smoking ma r ijua na on the sc hool bus in the mor ning

 T

ha t a fte rnoon, AP broug ht WSG to offic e a nd did pa tdown & se a rc he d ba c kpa c k, shoe s, poc ke ts, Vase line jar , sa ndwic h wr appe r , and c e ll phone

 Holding :

 pa tdown a nd se a rc h of ite ms re a sona ble unde r T

L O b/ c c ould ha ve hidde n drug s in those pla c e s

 BUT

se arc h of c e ll phone not re asonably re late d to

  • bje c tive of se ar

c h, whic h Cour t de fine s as “finding e vide nc e of drug use on the sc hool bus e arlie r that day.”

F ac ts: 2 pare nts told sc hool administrators that “a long- ha ir e d stude nt” wa s smoking ma r ijua na on the sc hool bus in the mor ning

 T

ha t a fte rnoon, AP broug ht WSG to offic e a nd did pa tdown & se a rc he d ba c kpa c k, shoe s, poc ke ts, Vase line jar , sa ndwic h wr appe r , and c e ll phone

 Holding :

 pa tdown a nd se a rc h of ite ms re a sona ble unde r T

L O b/ c c ould ha ve hidde n drug s in those pla c e s

 BUT

se arc h of c e ll phone not re asonably re late d to

  • bje c tive of se ar

c h, whic h Cour t de fine s as “finding e vide nc e of drug use on the sc hool bus e arlie r that day.”

slide-17
SLIDE 17

4/26/2019 17

HYPO and Disc ussion HYPO and Disc ussion

Na ture o f g o ve rnme nt inte re st Justifie d a t inc e ptio n? Re a so na b le in sc o pe ? Ag e nc y Na ture o f g o ve rnme nt inte re st Justifie d a t inc e ptio n? Re a so na b le in sc o pe ? Ag e nc y

T ake aways T ake aways

T hing s to Co nside r in Se a rc hing a Ce ll Pho ne a t Sc ho o l

Ho w did o ffic ia ls o b ta in the pho ne (SI

T A, e tc )

Who c o nduc te d the se a rc h?

Sc ho o l o ffic ia l, SRO, la w e nfo rc e me nt

I

s the sc ho o l o ffic ia l a n a g e nt o f la w e nfo rc e me nt?

Sc o pe o f the se a rc h a s it re la te s to the a lle g e d infra c tio n

T hing s to Co nside r in Se a rc hing a Ce ll Pho ne a t Sc ho o l

Ho w did o ffic ia ls o b ta in the pho ne (SI

T A, e tc )

Who c o nduc te d the se a rc h?

Sc ho o l o ffic ia l, SRO, la w e nfo rc e me nt

I

s the sc ho o l o ffic ia l a n a g e nt o f la w e nfo rc e me nt?

Sc o pe o f the se a rc h a s it re la te s to the a lle g e d infra c tio n

slide-18
SLIDE 18

4/26/2019 18

Counse ling/ T ake - aways Counse ling/ T ake - aways

 Sc hool suspe nsion as disc ove r

y

 Digital Pr

ivac y Mor e Aspir ation than Re ality for Youths  L

e gally

 Pr

ac tic ally Most use r

s sync data to the Cloud

F

ac tor y r e se ts not always e ffe c tive

 A Wor

d About Spoiliation

 A Wor

d About Passc ode s vs. F inge r pr ints

 Sc hool suspe nsion as disc ove r

y

 Digital Pr

ivac y Mor e Aspir ation than Re ality for Youths  L

e gally

 Pr

ac tic ally Most use r

s sync data to the Cloud

F

ac tor y r e se ts not always e ffe c tive

 A Wor

d About Spoiliation

 A Wor

d About Passc ode s vs. F inge r pr ints

Que stions? Que stions?