AI Readiness Toolkit

Get ready for the 2024-2025 school year with policy and procedure guidance for all grade levels and subjects.

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Developing an AI Policy
AI Tools and Written Resources
Further Resources

Developing an AI Policy

School Level AI Policy: What to Consider?

  • Creating an AI policy for schools requires knowledge of AI tools, their benefits for workflow and learning, and their risks. We suggest schools allow controlled AI use because it can improve learning and save time for educators. However, school administrators have the final say on permitting AI tools.
  • Themes that may be incorporated into an AI policy include:
    1. Decisions surrounding whether or not generative AI tools may be used in schools, as well as on district-provided devices and networks.
    2. If permitted, the particular applications of AI in schools, with possibilities including student research, editing support, workflow optimization, educator lesson planning, grading, etc. 
    3. Safety and data security considerations, and how to mitigate such risks through concerted efforts to educate students, block potentially harmful AI tools from district-owned networks, and remain on top of new technological and policy developments in the field. 
    4. How administrators and teachers can stay up-to-date with AI trends and new technologies.
    5. Points of contact that can support teachers with technological questions and safety concerns
  • Before any decisions are to be made regarding specific school-wide AI policy, administrators should be well informed on the technology themselves, so as to best understand the unique needs of teachers and students.

  • Appropriate uses of AI tools will vary by subject matter and even assignment types. Therefore, teachers will likely need to make AI policies for their classes that are more specific than school-wide policies. 
  • For example, in an English class, teachers may allow students to use AI to outline essays or conduct research, whereas in a science class it may be permitted for compiling notes after an experiment. 
  • We encourage teachers to facilitate conversations about AI within their departments and also to seek student input and buy-in.

  • Due to generative AI’s ability to mimic human voice and writing style, AI plagiarism is a major risk in academic settings. When determining how to address AI misuse, start by assessing current academic misconduct policies and determine whether AI misuse should be equated to more traditional forms of plagiarism or will be treated differently. 
  • Consider how you will support teachers in enforcing their classroom AI policies and how the consequences will be communicated to students. 
  • There is a danger that the fear of the unknown about new AI technologies will lead to a greater emphasis on detecting and punishing student behavior, but it’s important to take a measured approach as to not create a more punitive learning environment for students. 
  • NOTE: Though improving, AI plagiarism detectors remain ineffective at distinguishing student writing from AI-generated writing, often producing both false-negative and false-positive results. To read more about AI plagiarism, we invite you to visit our comprehensive page on the subject.

  • Just as with any new technology, teaching style, or policy change, PD is necessary to maximize student and teacher benefit. Determine which, if any, AI PD offerings are available by the district, and supplement school-offered courses as necessary. AI literacy among school administrators is also critical in order for them to adequately guide and support teachers in the use of AI technology. Consider offering AI workshops for administrators as well as educators. 
  • Some topics you may want to cover in an introductory workshop on AI and education include: 
    1. Incorporating AI into teacher workflow 
    2. Teaching AI literacy skills to students 
    3. Using AI tools in the classroom
    4. Fair AI policies and addressing AI-assisted plagiarism and misuse

  • Schools should establish clear guidelines on the type of information that teachers can and cannot share with AI tools. This includes ensuring compliance with privacy laws and district policies related to student data. Information sharing policies should explicitly define what constitutes sensitive data and outline secure methods for interacting with AI technologies. This will protect both student privacy and the integrity of educational data. Furthermore, these policies need to be regularly reviewed and updated as AI technologies and data protection regulations evolve to ensure ongoing compliance and security. The establishment of a clear protocol for teachers to follow when using AI tools in the classroom will not only safeguard student information but also help maintain trust in the educational use of technology.

  • The responsibility for teaching students about responsible use of AI typically falls on a collaborative effort involving teachers, school administrators, and IT staff, with support from the broader educational community. Teachers play a primary role as they are directly engaged with students’ daily learning processes and can integrate discussions about AI ethics and responsible usage within various subjects. School administrators need to ensure that policies and resources are in place to support this educational effort, including professional development for teachers on AI topics. Additionally, schools might also engage external experts or leverage educational partnerships to provide specialized workshops or modules on AI. This approach ensures students are not only aware of how to use AI responsibly but also understand the current AI trends and the broader implications of AI technology in society.

  • To incorporate AI literacy effectively, curriculum updates may include introducing dedicated sections on digital citizenship, data privacy, the mechanics of AI technologies, and their societal impacts. These updates should be age-appropriate and integrated across various subjects to ensure students receive an understanding of AI within both technological and ethical contexts. Additionally, curriculum updates should involve practical exercises that enable students to engage with AI tools under guided supervision, helping them to apply theoretical knowledge in real-world scenarios. It is also essential to include critical thinking and problem-solving activities related to AI, encouraging students to consider the implications of AI technology on privacy, ethics, and society.

  • It is crucial to develop goals for how educators and students should interact with AI technology, and the ultimate goal for the incorporation of AI in academic settings. The ultimate goal for AI use in schools is up to the administrator, but possibilities include:
    1. Improving teacher workflow and enhancing productivity.
    2. Developing and completing AI-friendly assignments.
    3. Using AI to aid in research, thesis creation, and to organize thoughts prior to writing assignments. 
    4. Incorporating AI into Computer Science curriculum and teaching about AI and ML learning models.
    5. To teach AI literacy skills like spotting bias and misinformation 
  • These objectives collectively aim to enhance educational outcomes, foster a deeper understanding of emerging technologies, and prepare students for a future where AI plays a significant role in many aspects of society.

  • Educating parents about AI is essential to ensure that school policies and guidelines around fair use and student safety are followed outside of school. Do not assume that parents are equipped with the digital literacy skills to steward their children through the age of Artificial Intelligence. Before determining what types of training to provide to parents, it is first important to gauge current parent AI literacy through a Parent AI Sentiment Survey, an example of which can be found here. Some options for educating parents about AI could include virtual or in-person information sessions, digital and print materials, and online courses. Also, you might provide a space for parents to keep the conversation open with teachers and administrators, through parent discussion or book groups, online feedback forms, and administrative office hours.

District Level AI Policy. What to Consider?

  • Every educational institution has a distinct acceptable use policy which details the sites that are able to be accessed by students and educators on district-provided devices and personal devices on district-provided networks. When considering the limitations that an administration will place on which sites that incorporate AI technology should be accessible to students and teachers, it is important to first determine the overall sentiment that the administration would like to portray to parents, educators, and other stakeholders regarding the district’s openness to AI technology. If the district is embracing Generative AI use in classrooms and at home, then limitations placed on AI websites are not advisable. On the other hand, if a district advises educators and students to refrain from using AI in their schools, then they should consider banning the access of certain sites on district-owned devices and networks. 
  • Issues of access and equity should also be considered when deciding what sites to allow or block. For example, if you choose to restrict AI on school devices, the impact of that policy will be experienced differently depending on whether students have access to other non-school devices. The result of this policy could leave loopholes in the policy’s effectiveness and disadvantage certain students from gaining key AI literacy skills and experiences.

  • AI readiness should be equated to any other new technology, teaching style, or new development utilized by a district. Regardless of the AI policy you plan to implement, all schools can benefit from learning about AI technologies. If a district is planning to embrace AI technology, they should plan training that is specific to each of the new AI tools and concepts that are being introduced. Do not assume that teachers and administrators already know how to use any tool; find and deliver a suitable training to ensure AI literacy. 
  • Consider what types of training should be provided at the district level and how your district can encourage and support schools in planning and implementing their own ongoing training. Options include live in-person and virtual workshops, online courses and webinars, training manuals and other materials, and many more. Likely, a combination of all of these options will provide the most comprehensive professional development for teachers and administrators in your district.

  • A well-crafted communication strategy for implementing an AI policy in schools should be multi-faceted, clear, and inclusive, ensuring that all stakeholders are informed, engaged, and equipped to understand and adopt the policy. Here are key elements to consider:
    1. Message Development: Craft clear and concise messages that explain the AI policy’s purpose, benefits, and any changes it will bring. Messages should also outline responsibilities and expectations for each stakeholder group.
    2. Diverse Communication Channels:
      1. Emails and Newsletters: Regular updates and in-depth information can be shared through school newsletters and direct emails.
      2. School Website and Portals: Create a dedicated section for AI policy and resources on the school website, ensuring easy access to information for all community members.
      3. Meetings and Workshops: Host informational sessions and workshops for different groups (teachers, parents, students) to discuss the policy, demonstrate AI tools, and address any concerns.
      4. Social Media: Use the school’s social media platforms to share updates, quick tips, and engage the community in discussions about AI in education.
    3. Feedback Mechanisms: Establish channels for stakeholders to provide feedback or express concerns about the AI policy. This could include surveys, open office hours, suggestion boxes, and forums for discussion.
    4. Training and Support: Offer training sessions and support for teachers and staff to help them understand and effectively implement the AI policy in their daily activities. This also includes providing resources for parents to help them understand how AI is used in education.
    5. Monitoring and Evaluation: Regularly assess the effectiveness of the communication strategy and make adjustments based on stakeholder feedback and evolving needs.
  • By implementing these strategies, schools can ensure that the AI policy is communicated effectively, promoting a smooth transition and fostering a supportive environment for all stakeholders.

  • Every grade level and class subject interacts with AI technology in a different way. Though policies relating to data security, privacy, and appropriate AI use should be generally consistent in regards to school level, the actual application of AI tools will look distinct for different school levels. For example, many of the most popular AI tools, including ChatGPT, Gemini, and Microsoft Copilot, among others, are designed to suit the needs of adults. The examples provided on these platforms (usually centered toward professional workflow and advanced research) are not relevant or accessible to younger students. Likewise, these platforms have minimum age requirements for users. Because of this, it is our recommendation that guidance geared towards elementary school- and middle school-aged students directs them towards tools that are made specifically for them or involve activities that don’t require students to create accounts.

  • Schools must adhere to a combination of federal, state, and local privacy regulations to ensure the protection of student data when implementing AI technologies. Here are some key privacy policies and principles that schools are typically required to follow:
    1. Family Educational Rights and Privacy Act (FERPA): This federal law protects the privacy of student education records. Schools must have written permission from the parent or eligible student to release any information from a student’s education record, unless it falls under certain exceptions.
    2. Children’s Online Privacy Protection Act (COPPA): This law requires schools to ensure that online services and websites that collect information from children under 13 have parental consent and provide security for children’s information.
    3. State-Specific Laws: Many states have additional laws that further protect student data privacy, often requiring more stringent measures than federal laws. These laws can dictate how AI technologies interact with student data and what measures need to be in place to ensure its security.
    4. School and District Policies: Individual schools and districts often develop their own privacy policies tailored to their specific needs and community expectations. These policies may include guidelines on data collection, storage, access, and sharing.
  • Adhering to these privacy policies is crucial not only for legal compliance but also for maintaining the trust of students, parents, and the educational community as schools integrate AI technologies into their operations.

  • What teachers can use at home – if different than at school 
      1. If you have decided to restrict or discourage the use of certain AI tools and sites on school networks and devices, will you expect that restriction to extend to how teachers use AI on their own devices outside of school? If so, how will you enforce that policy? If not, you should clearly communicate which tools teachers are allowed or expected to use on their personal devices and provide training on how to use them safely and responsibly. If certain tools are restricted for teacher use at home on the basis of privacy or security, then a clear explanation should be provided as to why the district is limiting its use, and the specific safety or privacy concerns leading to the decision. Transparency is key to effective dialogue between teachers and school/district administration.
  • Protecting student privacy 
      1. If teachers will be using AI tools for school-related work on their personal devices and networks, it is essential that they are properly trained on how to protect student privacy. Therefore, teachers still require AI literacy and safety training even if AI sites are blocked on school networks. 
  • What is the line of acceptable AI tools? 
    1. AI technology powers many of the applications that teachers and students interact with on a daily basis. Some, like Grammarly and Duolingo have been around for many years and have long been trusted to be used for educational purposes. Others, like chatbots, are more controversial because of their wide-ranging capabilities. 
    2. When creating policies around AI use, including expectations for use outside of school, clearly state the types of applications and their specific functions that are considered acceptable and those that violate plagiarism policies.

  • Artificial Intelligence, just like any advanced new technology, has the potential to be misused, possibly to the detriment of students and teachers. Due to the potential for Generative AI to be used to mimic human voices, behaviors, and writing styles, cyberbullying and the spread of misinformation has only become more advanced with the advent of Generative AI. As such, it is necessary for schools and districts to understand these risks, keep a pulse on student AI use, and take active steps to deter students from misusing AI in harmful or attacking manner. District-level AI policy should include specific mention of AI cyberbullying, as well as specific steps for how to prevent improper AI mimicry and the spread of misinformation.

  • With the advent of Generative AI, the potential for heightened division on the basis of socio-economic status and technological accessibility is extremely prevalent. As such, it is extremely important for schools interested in incorporating AI tools, technologies, and literacy into their curriculum to have a developed technology distribution and infrastructure plan. This looks different depending on the school’s budget, state regulations, and technological accessibility, so it is crucial to examine your own situation before developing a concrete plan. See below for more guidance about developing an AI budget for your school, and the considerations that should be taken into account when starting to think about how to bring AI tools into schools.

  • The current AI education policy landscape remains extremely inconsistent and muddled, even more than one year after the popularization of generative AI tools. We invite you to visit our comprehensive webpage on the subject in order to learn about the current state of AI education policies on a national, state, and local level.

Creating a Data-Sharing Policy

AI Budget Factors
Implementing an AI plan for your classroom, school, or district will require coordinated resources. Explore the ideas below to think about what resources and activities you will need to factor into your budget.

When developing a data-sharing policy for the incorporation of AI tools in schools, school districts should prioritize transparency, privacy, and security. First, the policy should clearly define what data will be collected, how it will be used, and who will have access to it. This includes specifying the types of AI tools that will be utilized and the educational purposes they serve. A strong emphasis should be placed on compliance with existing privacy laws such as FERPA (Family Educational Rights and Privacy Act) in the U.S., ensuring that student data is protected and confidential. Furthermore, the policy should involve stakeholders, including parents, teachers, and students, in its development to build trust and address any concerns regarding data use. Regular audits and updates to the policy should be mandated to adapt to new technologies and emerging risks, ensuring that the policy remains effective and relevant. Engaging in partnerships with AI experts and legal advisors can also provide school districts with the necessary expertise to formulate a robust and effective data-sharing policy.

AI Policy Options For Your Syllabus

When writing your syllabus for the semester, be sure to lay out your AI-use policy clearly for students. Check out the options below to use or edit to meet your needs.

The use of artificial intelligence (AI) tools is permitted in this course, but students must adhere to the following guidelines:

  1. Proper Citation: If you use any AI-generated content, such as text, code, or other materials, in your assignments, you must clearly cite the AI tool used and acknowledge its contribution. Failure to do so may be considered academic dishonesty.
  2. AI as a Supplement, Not a Substitute: AI should not be used as a substitute for your own thinking, analysis, and understanding of the course material. AI tools can enhance your work by providing additional insights, research assistance, or writing suggestions, but they should not replace your critical thinking and engagement with the subject matter.
  3. Appropriate Use for Research and Understanding: You are encouraged to use AI tools for research purposes, such as gathering relevant information, exploring different perspectives, or enhancing your understanding of complex concepts or readings. However, you should critically evaluate the information provided by AI and not rely solely on its output.
  4. Organization and Note-Taking: AI tools can be valuable for organizing your notes, summarizing key points, or structuring your thoughts. However, you should ensure that the content and ideas remain your own, and that the AI is not used to generate entire assignments or essays.
  5. Consultation with Instructor: If you have any questions or concerns about the appropriate use of AI tools in this course, please consult with the instructor. They will provide guidance on ethical and responsible AI usage, as well as clarify any specific requirements or restrictions.

It is important to remember that while AI can be a powerful tool, it should not replace human critical thinking, creativity, and intellectual engagement. The goal of this course is to develop your own understanding and skills, and AI should be used judiciously to support and enhance your learning process, not as a means of circumventing it.

[School Name] recognizes the educational potential of artificial intelligence (AI) tools in enhancing student learning experiences. However, to maintain academic integrity and ensure that students develop essential skills, the following policy governs the use of AI tools in the classroom:

  1. AI tools as learning aids: Students are permitted to use approved AI tools as learning aids to support their understanding of course material, generate ideas, and receive feedback during the preliminary stages of an assignment. This includes activities such as brainstorming, outlining, and drafting.
  2. Prohibited use on final submissions: Students are prohibited from using AI tools to complete final submissions that will be graded. All final work submitted for grading must be the student’s own work, demonstrating their understanding, skills, and original thought.
  3. Disclosure of AI tool use: When using AI tools in the preliminary stages of an assignment, students must disclose the use of these tools to their teachers. This transparency allows teachers to provide appropriate guidance and feedback on the student’s learning process.
  4. Approved AI tools: The school will maintain a list of approved AI tools that students may use. These tools will be evaluated based on their educational value, privacy and security features, and alignment with the school’s learning objectives. The list of approved tools may be updated periodically.
  5. Teacher discretion: Teachers have the discretion to set specific guidelines or restrictions on the use of AI tools in their classes, depending on the nature of the course and the learning objectives. Students must follow their teachers’ instructions regarding the use of AI tools.
  6. Academic integrity: The use of AI tools does not absolve students of their responsibility to maintain academic integrity. Students must still adhere to the school’s policies on plagiarism, cheating, and other forms of academic dishonesty.
  7. Student responsibility: Students are responsible for using AI tools appropriately and in accordance with this policy. They must understand the capabilities and limitations of the tools they use and ensure that their final work represents their own understanding and skills.
  8. Training and support: The school will provide training and support for students and teachers on the appropriate use of AI tools in the classroom. This may include workshops, tutorials, and resources to help students and teachers effectively integrate AI tools into the learning process.
  9. Policy review: This policy will be reviewed regularly to ensure it remains relevant and effective in light of advancing AI technologies and evolving educational practices. The school reserves the right to modify this policy as needed.

By using AI tools responsibly and in accordance with this policy, students can benefit from the educational advantages these tools offer while still developing the critical thinking, problem-solving, and communication skills necessary for their academic and future success.

The use of artificial intelligence (AI) tools in this course is subject to strict limitations. While AI can be a valuable resource for enhancing your understanding and organization, it is not permitted to be used in any way for graded assignments. The following guidelines must be adhered to:

  1. Prohibited Use for Graded Assignments: You are strictly prohibited from using AI tools to generate, modify, or enhance any content related to graded assignments, including but not limited to essays, reports, problem sets, code submissions, or other evaluated work. This includes using AI for writing, editing, or providing any substantive input on assignments. All graded work must be solely your own intellectual effort.
  2. Permitted Use for General Understanding: You may interact with AI tools to gain a general understanding of course topics, concepts, or readings. However, any insights or information obtained from AI must be processed and synthesized in your own words and understanding.
  3. Research and Note-Taking Assistance: AI tools can be used to assist with research activities, such as locating relevant sources, gathering information, or organizing your notes and ideas. However, you must ensure that the final content and conclusions in your assignments are entirely your own work.
  4. Consultation with Instructor: If you have any questions or concerns about the appropriate use of AI tools in this course, please consult with the instructor. They will provide guidance on ethical and responsible AI usage, as well as clarify any specific requirements or restrictions.
  5. Academic Integrity: Any violation of this AI-use policy, including the use of AI-generated content in graded assignments without proper acknowledgment, will be considered academic dishonesty and may result in disciplinary action according to the university’s academic integrity policies.

It is crucial to understand that while AI can be a powerful tool for learning and understanding, it cannot be used as a substitute for your own critical thinking, analysis, and intellectual effort in graded assignments. The primary goal of this course is to develop your own skills and knowledge, and AI should only be used in a supportive capacity, never as a means of circumventing the learning process or producing graded work.

Note: Whichever policy language you choose should be edited to be specific to the course(s) that you teach, your student population, and the applicable AI tools.

Student Handbook Policy Language

Section on Proper Use of AI-powered Tools

In the evolving landscape of education, AI-powered tools such as ChatGPT, Claude, Gemini, Grammarly, and image generators like Dall-E and Ideogram, have become invaluable resources. These tools offer unique opportunities for learning, creativity, and efficiency. However, their use must be guided by responsibility and integrity to uphold the academic values of our institution. This section outlines the principles governing the appropriate use of AI-powered tools within our academic community.

Adherence to Specific Guidelines

Students must strictly adhere to any guidelines set forth by their teachers regarding the use of AI tools. It is essential to recognize that the permissible use of AI may vary by subject, class, or instructor. Teachers may provide specific instructions on how and when AI tools can be employed for assignments, projects, or research activities. These directives are designed to enhance the learning experience while ensuring the integrity of the academic process.

Compliance with Academic Integrity

The use of AI must always be in strict compliance with our existing academic integrity guidelines. Academic honesty is the cornerstone of our educational institution, and any form of dishonesty undermines the value of your education and the trust within our community.

Requirement for Proper Citation

When utilizing content generated by AI, proper citation is mandatory. Students must clearly indicate any contributions made by AI tools in their work. Failing to attribute AI-generated content appropriately is considered a breach of academic integrity. This practice ensures transparency and upholds the standards of scholarly work.

Originality and Independent Thinking

AI tools should serve as aids to the learning process, not replacements for a student’s own critical thinking and creativity. Students must not claim AI-generated content as their own original work. The primary aim of these tools is to assist in the educational journey, providing support where needed, but never substituting the student’s intellectual effort.

Ethical and Responsible Use

Students are expected to use AI tools ethically and responsibly. The intention behind utilizing these resources should always be to enhance personal learning and academic performance positively. Misusing AI tools to harm oneself or others is strictly prohibited. This includes generating misleading, harmful, or offensive content.

Privacy Considerations

Respect for privacy is paramount when using AI tools. Students must be cautious not to infringe upon their own privacy or that of others. This includes being mindful of the information shared with or generated by AI tools, especially personal or sensitive data.

Addressing Violations

Violations of these guidelines, including unauthorized use of AI, academic dishonesty, or breaches of privacy, will be addressed according to the school’s disciplinary procedures. Our institution is committed to maintaining a fair and just academic environment, and any infractions will be taken seriously.

Adaptive Rules

As AI technologies continue to evolve, so too will our guidelines. We are committed to staying informed about advancements in AI and adapting our policies to ensure they remain relevant and effective. Students and faculty will be notified of any updates to these guidelines as technology and its applications in education progress.

Our collective adherence to these principles ensures that AI-powered tools are used in a manner that enriches the educational experience, fosters academic integrity, and respects the rights and dignity of all members of our community.

AI Tools and Written Resources

Requesting A Tool

It may be useful to establish a formal process for teachers to request the use of a specific AI tool in their classroom. The form below is an example of one you might provide to educators for requesting the use or purchase of a new AI tool.

Date: [Insert Date]
Teacher’s Name: [Insert Name]
Department/Subject: [Insert Department or Subject]

AI Tool Information:
  1. Name of the AI Tool: [Insert AI Tool Name]
  2. Purpose of the AI Tool: [Briefly describe the purpose of the AI tool and how it will be used in the classroom or department]
  3. Benefits to Students: [Explain how the AI tool will benefit student learning, engagement, or skill development]
  4. Integration with Curriculum: [Describe how the AI tool aligns with and supports the existing curriculum]
  5. Cost (if applicable): [Provide the cost of the AI tool, including any subscription or licensing fees]
Implementation Plan:
  1. Training: [Outline any necessary training for teachers or staff to effectively use the AI tool]
  2. Student Privacy and Data Security: [Describe how student privacy and data security will be maintained when using the AI tool]
  3. Evaluation: [Explain how the effectiveness of the AI tool will be evaluated and how feedback will be collected from teachers and students]

Additional Comments or Considerations: [Include any additional information or special considerations relevant to the request]
Signature of Teacher: ____________________

Administrative Response:

[  ] Approved
[  ] Denied
[  ] More Information Needed: [Specify what additional information is required]

Comments from Administration: [Provide feedback, reasons for the decision, or next steps]
Signature of Administrator: ____________________
Date: [Insert Date]

AI Budget Factors

What to think about:
  • How much are the monthly/annual costs attached to an AI-powered tool?
  • What are the cancellation and refund policies associated with a tool?
  • Are there any group deals or “business subscriptions” available through an AI-powered tool?
Insight:

Many AI tools (including some of the general AI tools such as Chat-GPT and Google Gemini) have their own business-friendly pricing models, which are likely a more affordable option than individual teachers requesting access to pro models of tools. These plans are also more convenient and allow schools to pay for tools upfront instead of handling reimbursements or distribution of the “company card”.

What to think about:
  • What relevant PD has already been provided to educators and administrators?
  • Where are the “gaps” in educator knowledge that may act as a barrier for educators to use an AI tool?
  • What are the costs associated with the proposed PD offerings?
Insight:

Never assume that teachers or administrators understand how to use AI tools! In order to break down all barriers between an educator and technology, Professional Development should be planned surrounding any AI tool that is embraced by a school or district.

What to think about:
  • What is the current technological infrastructure in place at your school?
  • Does the current technological infrastructure support AI tool implementation?
  • Do you have an approved provider of technological infrastructure upgrades affiliated with your school?
  • What are the costs associated with the improvement of technological infrastructure at your school?
Insight:

Internet bandwidth and technological infrastructure impact the speed at which AI tools are able to function. Test your school’s internet speed today to determine whether an infrastructure upgrade may be necessary.

What to think about:
  • What is the current technological access landscape for your school?
  • Do all educators operate using the same or comparable devices and operating systems?
  • What are the costs associated with providing up-to-date technology to every educator? Every student?
  • What state-wide policies exist that could provide financial support for the delivery or upgrade of technology provided to educators and students?
Insight:

If you are not able to provide technology to every educator or student in your school, then consider creating “AI kiosks” within your school equipped with the latest computer models and premium bandwidth availability (consider Ethernet-connected devices for increased connectivity speeds).

What to think about:
  • What adjustments need to be made to the existing curriculum in order to incorporate the use of AI-powered education tools in your schools?
  • What are the costs associated with purchasing new curricula or materials including topics relating to AI use and AI literacy?
  • If deemed necessary, what are the costs of bringing AI consultants or curriculum developers into your school?

Helpful Rubrics

Choosing the right tools and AI vendors can be confusing. Use the below rubrics to evaluate products and services before purchasing.

The rubric below walks you through key considerations for choosing the best AI-powered tools for your school’s needs.
Prohibitive Functional Exceptional
Function of Tool The overall function of the Al tool, or its benefit to educators or students, is unclear or undeveloped, which distracts from its overall practicality and potential. The Al tool works as advertised; it effectively performs a task which enhances the student or teacher experience and improves the efficiency of classroom leadership or management. The Al tool not only performs its advertised function effectively and efficiently, but also provides unrivaled benefits to students and teachers.
Scope of Use The Al tool is inadequately specific to benefit a sufficient percentage of subjects or grade levels to justify its use in schools. The Al tool’s scope and potential for educators to improve workflow or classroom leadership is adequate to justify its use in schools. The Al tool is universally beneficial to educators and students, improving workflow and classroom leadership in all subject areas and grade levels.
Ease of Use The usability of the Al tool is not intuitive, and the tool’s lack of support services or PD offerings prevent its use by all of its target audience. The Al tool is user-friendly, and is able to be used by all educators either through intuitive exploration or company-provided PD or support services. The Al tool is straightforward and effective; all teachers are able to use this tool without further guidance than the tool’s targeted PD, and any additional support is given in a clear and timely manner by the provider.
Cost The Al tool exceeds the scope of the school’s available Al budget or is unreasonable given its functions and originality. The Al tool’s price is reasonable given its scope and potential to improve teacher workflow and benefit student learning. The Al tool’s price falls within a school’s budget allocated toward technological infrastructure improvements (or the Al tool is free!).
Privacy Policy No privacy policy is provided, or insufficient in order to determine that educator and student data is safe and privacy is assured. Privacy policy is legitimate and provides adequate evidence that educator and student data is safe and privacy is assured. Privacy Policy is legitimate, clear, and detailed, demonstrating the security of the Al tool and the company’s commitment to ensuring data privacy.
Accessibility The Al tool is not accessible to all. There are little or no intentional efforts made to ensure that all students and educators feel that the tool is made with their unique considerations in mind. There are intentional efforts made by the Al tool’s manufacturer to ensure that accessibility of the tool is a top priority. If there are specific concerns about the accessibility of the product, then those are dealt with in a timely and professional way by the company. The Al tool is available to all. There are no barriers preventing universal accessibility of the product and measures are taken to ensure that every educator and student feel that the tool is built for them.

Download Rubric

 

Unacceptable Acceptable
FERPA Compliance No mention of FERPA compliance or inadequate details included to ensure that the AI tool is in compliance with academic data protection compliance. Explicitly ensures FERPA compliance and protection of academic data by discussing educator and company responsibility in the protection of student data.
Data Collection Policy The AI tool does not provide a clear data collection policy, or the policy allows for the collection of sensitive data without clear educational justification or security measures. The AI tool has a transparent data collection policy that limits collection to what is necessary for educational purposes and ensures the security and privacy of student information.
Data Sharing Policy The policy allows for sharing of data with third parties without clear educational benefits or necessary privacy protections. The policy restricts data sharing, ensuring that any data shared is with approved parties for educational purposes only, with all necessary privacy protections in place.
Consent The AI tool is used without obtaining proper consent from students or guardians, or consent is not informed and voluntary. The tool requires informed consent that is age-appropriate and provides options for guardians and students to give, deny, or revoke consent.
Opt-Out Policy There is no clear opt-out policy, or opting out is made difficult, thereby limiting the rights of students and parents. There is a straightforward and accessible opt-out policy that allows students and parents to refuse or discontinue use of the AI tool without penalties.
Transparency The AI tool’s operations, data use, and algorithms are opaque, with no information provided to users. The tool provides complete transparency about its operations, including data use, algorithms, and the decision-making process.
Independently Verified The AI tool lacks independent verification of its educational claims, data security, or compliance with laws and policies. The tool has been independently verified or certified on a state or local level for its educational effectiveness, data security, and policy compliance.
Vendor Reputation The vendor has a poor reputation, with documented cases of data breaches, non-compliance with educational laws, or unethical practices. The vendor has a strong, positive reputation with a track record of ethical practices, compliance with educational laws, and a commitment to data privacy and security.

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Parent Letters

It’s critical to educate parents about your AI policy in order to assuage concerns, keep an open dialog, and ensure your AI policies are adhered to at home.

What should be included
  • Brief explanation of AI tools being discussed
  • Acknowledgement of some key concerns about AI
  • Detailed explanation of your AI policy
  • Expectations for parents in ensuring policy adherence

Further Resources

What should you ask a PD provider?

What specific AI technologies and tools will the PD program cover, and how are they relevant to our current educational practices?
Do you only teach about your own AI tools in your PD program? If not, what other tools are incorporated into your curriculum and do you have a relationship with the provider?
Can you provide examples of successful outcomes from other school districts where your PD program has been implemented?
How does your training address the ethical use of AI in educational settings, including considerations around student data privacy and bias?
What qualifications and experience do your trainers have in both AI technology and educational practices?
What measures do you have in place to evaluate the effectiveness of your PD program, and how do you report these results?
How do you integrate feedback from participants into your PD offerings to ensure continuous improvement?
What is the expected schedule of the program, and how flexible are these arrangements to minimize disruption to school schedules?
What ongoing support and resources do you provide post-training to ensure sustainable implementation of AI tools in the classroom?
What measures do you have in place to evaluate the effectiveness of your PD program, and how do you report these results?
How do you integrate feedback from participants into your PD offerings to ensure continuous improvement?

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The purpose of this course is to train teachers and administrators who want to be prepared to help others at their school navigate the impact of AI on education. By the end of this course, they will be prepared to show teachers the various ways that they can use AI in their workflow and teaching, lead conversations about the ethical and security concerns posed by AI, and have important conversations with various stakeholders.

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We can accommodate requests for workshops ranging from 1 hour to multi-day events and conferences.

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We can accommodate in-person workshops in and around New York, including New Jersey, Connecticut, and Massachusetts. We may also be able to travel in some instances. Virtual workshops available worldwide!

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