# K12Policies — full corpus Canonical site: https://www.k12policies.com Documents: 59 Each entry below is one policy document with metadata, AI summary and the full extracted source text. URLs are canonical permalinks on K12Policies; original-source PDFs are also linked. ======================================== ## Student Civil Rights and Non-Discrimination Policy - Canonical URL: https://www.k12policies.com/policy/b1 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: conduct - Year: 2026 - Source PDF: https://resources.finalsite.net/images/v1777987783/brooklinek12maus/xmn1bfdmf7zddlzd759e/StudentCivilRightsandNon-DiscriminationPolicy_43026.pdf ### TL;DR Brookline Public Schools enforces a zero-tolerance policy for discrimination and bias-based misconduct to ensure all students feel safe and respected. ### Purpose To ensure a physically and psychologically safe educational environment by eliminating bias, bigotry, and disparate treatment. It establishes definitions and procedures for addressing discrimination and harassment across the district. ### Key provisions - Prohibits discrimination and harassment based on race, sex, gender identity, religion, disability, and other protected classes. - Defines and forbids bias-based conduct, including subtle forms of prejudice like antisemitism and islamophobia. - Mandates annual reporting and establishes clear processes for reporting discrimination, harassment, and bias-based incidents. - Strictly prohibits retaliation against anyone who reports a violation or participates in an investigation. - Confirms that bias-based misconduct may result in disciplinary action (up to termination for staff) even if it doesn't meet the legal definition of harassment. ### Who it applies to All students, employees, and community members within the Public Schools of Brookline. ### Full text J 100 SECTION J STUDENTS 13. Student Civil Rights and Non-Discrimination Policy (Voted 4/30/26, #26-55) 1. Commitment to Non-Discrimination 2. Definitions 3. Discrimination and Harassment 4. Rights of Students in Protected Classes 5. Annual Reporting 6. Process and Contacts for Reporting Possible Discrimination, Harassment and/or Bias-Based Conduct 7. Federal and State Remedies 8. Legal Statutes 1. COMMITMENT TO NON-DISCRIMINATION The Public Schools of Brookline is committed to maintaining an educational environment where students of all backgrounds and experiences are physically and psychologically safe, connected, encouraged, and can flourish. We strive to eliminate all forms of bias and bigotry, including discrimination based on any individual´s actual or perceived race, color, sex, sexual orientation, gender identity, sex stereotypes, sex characteristics, religion, disability, age, genetic information, active military/veteran status, marital status, familial status, pregnancy or pregnancy-related conditions, homelessness, ancestry, ethnic background, national origin, natural or protective hairstyle or any other category protected by state or federal law. The Public Schools of Brookline is resolved that prejudice and disparate treatment will never impede our learners, consistent with our district goals: ● Joy in Learning ● Excellence in Teaching ● Culture of Collaboration ● Celebration of Differences ● Commitment to Equity ● Ethic of Wellness Schools will vigorously implement and actively enforce this policy to ensure that all of its daily operations are characterized by fairness, respect, and equity. Any violation of this policy will be viewed as serious misconduct and may result in discipline, up to and including termination of the offending employee or discipline of the responsible student consistent with the district’s Code of Conduct. POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE J 101 While this policy is aimed at promoting a learning environment that is free of discrimination or harassment of any kind, it is not intended to limit the district’s authority to discipline or take remedial or restorative action to address misconduct by a student, employee, or other community member that is found to be inappropriate and bias-based and/or sexual in nature, regardless of whether that misconduct satisfies the definition of discrimination or harassment under the law. It is important to note that schools must take action against discrimination, bullying and harassment and must take steps to prevent any misconduct that involves hate, bias, or prejudice while upholding students’ rights of freedom of speech and expression in school. Retaliation against any person who has reported a possible violation or participated in any manner in an investigation, proceeding, or hearing of a report of a violation of this policy, will similarly be viewed as serious misconduct and may also result in discipline (up to and including termination for district employees). Some instances of discrimination, harassment and sexual misconduct may also fall under the Bullying Prevention Policy, particularly when behavior involves repeated communication or actions that result in harm or disruption to a student's educational experience. In such cases, the matter will be reviewed under both policies. 2. DEFINITIONS a. Antisemitism: hostility, prejudice, discrimination or antagonism against Jews, both as individuals and as a group. It can be overt such as swastikas, slurs or threats, or more subtle codes, tropes and assumptions including stereotyping and conspiracy theorizing, that can lead to harassment and discrimination. b. Bias-Based Conduct means any unwelcome or inappropriate physical, verbal, written, graphic, or electronic conduct relating to a person’s actual or perceived Protected Class that does not involve severe, persistent or pervasive conduct that creates a hostile environment, but will likely create a hostile educational or work environment if the conduct persists. c. Discrimination includes, but is not limited to excluding from participation, denying the benefits of, or otherwise discriminating against individuals on the basis of a Protected Class, or any other category protected by state or federal law, in the administration of its educational and employment policies, or in its programs and activities, or in failing to provide equal access to designated youth groups d. Gender expression: the manner in which a person represents or expresses gender to others, often through behavior, clothing, hairstyles, activities, voice, or mannerisms. e. Gender identity: a person's gender-related identity, appearance or behavior, whether or not that gender-related identity, appearance or behavior is different from that traditionally associated with the person's physiology or assigned sex at birth" POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE J 102 f. Gender nonconforming: a term used to describe people whose gender expression differs from stereotypic expectations. The terms "gender variant" or "gender atypical" are also used. g. Gender nonbinary: a term to describe people who identify as neither male nor female, and may use the pronoun, “they.” Other similar terms include gender queer and genderfluid. h. Gender transition: describes the experience by which a person goes from living and identifying as one gender to living and identifying as another. i. Harassment includes, but is not limited to, unwelcome, inappropriate, or illegal physical, verbal, written, graphic, or electronic conduct that relates to an individual’s actual or perceived Protected Class, that has the purpose or effect of creating a hostile education or work environment, or, if the conduct were to persist, would likely create a hostile education or work environment. A target/complainant may include a person reasonably affected by conduct directed toward another individual. j. Hostile environment is where physical, verbal, written, graphic or electronic conduct that relates to a person’s protected class is sufficiently severe, persistent or pervasive so that it unreasonably interferes with or limits the ability of a student to participate in or benefit from the district’s programs or activities. k. Islamophobia: hostility, prejudice, discrimination or antagonism against Islam or people who practice Islam. It encompasses prejudice, bias and stereotyping against Muslims, that can lead to harassment and discrimination. l. Non-discrimination refers to the principle of treating individuals equally, without bias based on characteristics such as race, gender, religion or disability. This concept is fundamental to the fight against racism and other forms of discrimination, promoting fairness and equality in various contexts, including employment, education and public services. m. Protected Class: A group of people with a common characteristic who are legally protected from discrimination on the basis of that characteristic. Protected c ---------------------------------------- ## Curriculum and Instructional Materials - Canonical URL: https://www.k12policies.com/policy/b2 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: academics - Year: 2026 - Source PDF: https://resources.finalsite.net/images/v1776790087/brooklinek12maus/tyjkc1u5vcqu3gs3tmn4/PolicyI2-voted41626.pdf ### TL;DR Professional staff develop the curriculum to be inclusive and rigorous, while the School Committee oversees major changes and ensures legal alignment. ### Purpose This policy outlines the process for developing and adopting curriculum and instructional materials within the Public Schools of Brookline. It establishes the roles of the School Committee, Superintendent, and professional staff in ensuring educational quality and inclusivity. ### Key provisions - Professional staff are responsible for designing curriculum aligned with state frameworks and district goals. - The School Committee must officially adopt any program that represents an extensive alteration in content or approach. - Materials must be non-discriminatory and inclusive of all protected categories, including gender identity and hairstyle. - Selection criteria prioritize critical thinking, diverse perspectives, and the development of ethical and aesthetic values. - The Superintendent is required to create public procedures for handling community inquiries and requests regarding materials. ### Who it applies to Applies to PSB professional staff, administrators, the School Committee, and students. ### Full text I 2. Curriculum and Instructional Materials (Voted 4/16/26, #26-50; replaced I 2 Instructional Materials/Workbooks Policy, 6/2/94, #94-56) I 2 a. Curriculum Development and Adoption Constant adaptation and development of the curriculum is necessary if the District is to meet the needs of its students. The School Committee will rely on the professional staff to design and implement instructional programs and courses of study that reflect PSB’s educational goals and priorities. These efforts will be aligned with state curriculum frameworks and informed by research-based practices. The Superintendent will have authority to recommend new programs and courses of study after they have been studied thoroughly and found to support these educational goals. The Committee will consider, and officially adopt, new programs and courses when they constitute an extensive alteration in instructional content or approach. The Committee will be informed of all new courses and substantive revisions in curriculum, and will receive reports on changes under consideration. The Committee’s acceptance of these reports, including a listing of the high school program of studies, will constitute its adoption of the curriculum for official purposes. The Superintendent will establish procedures governing curriculum development and adoption, including guidelines for community participation. I 2 b. Selection of Instructional Materials The task of selecting instructional materials for programs is delegated to the District’s professional staff. The Superintendent should ensure that the materials selected meet the following criteria whenever applicable: • They must provide for all students an effective education that does not discriminate on the basis of race, color, age, physical or mental disability, pregnancy, homelessness, sex/gender, gender identity/expression, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, or any other category protected by state or federal law. • They must provide sufficient flexibility to meet the diverse needs of individual students and groups of students. • They should help students develop abilities in critical reading and thinking, and promote reasoning, analysis, and problem-solving. • They should stimulate growth in factual knowledge, literary appreciation, and aesthetic and ethical values. • They should foster an appreciation of cultural diversity and development in the United States and throughout the world. • They should present multifaceted treatments of international, national, and local issues, so that students have an opportunity to develop, under guidance, skills in critical analysis and in making informed judgments. The Superintendent will establish procedures governing the selection of instructional materials. Procedures for responding to community inquiries and requests regarding instructional materials will be developed and made accessible to the public. ---------------------------------------- ## Middle School CTE Pathway Exploration Policy - Canonical URL: https://www.k12policies.com/policy/b3 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: academics - Year: 2026 - Source PDF: https://resources.finalsite.net/images/v1775410248/brooklinek12maus/cmkzua79uk2td5x0gvun/MiddleSchoolCTEPathwayExplorationPolicy_32626.pdf ### TL;DR Brookline middle schoolers will receive career exploration opportunities, including guaranteed tours and info sessions for vocational and agricultural high school pathways. ### Purpose To ensure middle school students in Brookline are aware of and have equitable access to Career Technical Education (CTE) pathways, specifically through a formal partnership with Norfolk County Agricultural High School. ### Key provisions - Mandatory collaboration with Norfolk County Agricultural High School to provide information sessions and student recruitment by October 15 each year. - Guarantee of at least one school-day tour of a CTE facility for all students in grades 6-8, with transportation costs covered by the hosting school. - Provision of equitable, bias-free exposure to vocational pathways for all students, including English Learners and students with disabilities. - Strict guidelines for the transfer of student records (attendance and discipline) for admissions while protecting private data like IEPs and health records. - Integration of career exploration activities and the DESE CTE Awareness Module into the middle school curriculum. ### Who it applies to Middle school students (grades 6-8), their families, and staff within the Public Schools of Brookline. ### Full text I 73 SECTION I INSTRUCTION 7. Middle School Career Technical Education (CTE) Pathway Exploration (New Policy voted 3/26/26, #26-40) General Statement of Policy Massachusetts regulations (603 CMR 4.00) require all sending districts to maintain a Middle School Pathway Exploration Policy that ensures students are aware of, and have opportunities to explore, career technical education (CTE) pathways available to them in district, regional, and agricultural high schools. The Public Schools of Brookline has a relationship with Norfolk County Agricultural High School. The Public Schools of Brookline (PSB) is committed to ensuring that all middle school students have equitable access to exploration of high school options, including CTE programs, and that this exploration is integrated into each student’s academic and career planning. This policy details how PSB will: 1. Collaborate with Norfolk County Agricultural High School to provide informational opportunities to PSB middle school students. 2. Ensure all students have the opportunity to tour Norfolk County Agricultural High School or other approved CTE schools during school hours. 3. Maintain a systematic process for providing records and documentation to Norfolk County Agricultural High School or approved CTE schools during admissions. 4. Maintain documentation of policy implementation. I. District Goals for Career Exploration The Public Schools of Brookline strives to: ● Ensure that every middle school student gains awareness of multiple career pathways, including CTE, college preparatory, and other secondary school options. ● Provide equitable, bias-free exposure to CTE programs for all students, including students with disabilities, English Learners, and students experiencing homelessness. ● Reduce barriers to accessing CTE information by providing multiple modalities of communication (in-person, online, virtual sessions, print materials). During middle school, students explore career options, high school options (including courses and programs available to them), and post-secondary pathways. PSB provides exploration activities in grades 6 to 8 to support students in identifying their interests, strengths, and goals. _______POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE_______ I 74 Students who are interested in CTE programs will be provided the opportunity to participate in the DESE CTE Awareness Module. II. Communication of CTE Opportunities By October 15 of each school year, PSB will: ● Offer Norfolk County Agricultural High School the opportunity to provide on-site information sessions at each PSB school. ● Share information about Norfolk County Agricultural High School with families via mail, email, and digital communications. ● Maintain a public-facing webpage that lists admissions timelines, information sessions, and contact information for Norfolk County Agricultural High School III. Collaboration with Norfolk County Agricultural High School PSB will collaborate with Norfolk County Agricultural High School by: ● Coordinating annual information sessions to occur at PSB schools. ● Participating in annual planning meetings with Norfolk County Agricultural High School to align schedules for tours and recruiting events. IV. Middle School CTE Tour Policies PSB will ensure that all students in grades 6 to 8, at least once, are offered an opportunity to tour Norfolk County Agricultural High School or another participating CTE program during regular school hours. Per regulation: ● Transportation costs for the tours will be covered by the hosting CTE school. ● PSB will coordinate with Norfolk County Agricultural High School to schedule group tours for middle school students. ● Students participating in approved CTE tours will not receive an unexcused absence. Absences will be coded as excused upon confirmation of participation from the CTE school. V. Providing Records to CTE Schools During Admissions Upon receiving a request from Norfolk County Agricultural High School or another CTE school for admissions purposes, PSB will provide allowable student information consistent with CTE regulations and privacy requirements. _______POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE_______ I 75 This includes: ● Attendance records (limited to 7th grade and above, and only unexcused absences) ● Applicable disciplinary information aligned with 603 CMR 4.00 ● Confirmation of student participation in tours or information sessions, when relevant PSB will not share prohibited documents during the admissions process (e.g., IEPs, health records, home language surveys, immigration status). In accordance with 603 CMR 4.03(6), PSB will also provide the names and addresses of all 7th and 8th-grade students to Norfolk County Agricultural High School no later than October 15 of each school year, unless a parent or guardian has opted out of directory information release under FERPA. VI. Maintenance of Documentation PSB will maintain records documenting: ● Student participation in CTE tours ● Dates and evidence of communications sent to students and families (mail, email, website) ● Contact information shared with CTE schools per regulation ● Annual implementation required for DESE attestation VII. Policy Review and Publication This policy will be: ● Reviewed annually and updated as needed ● Posted on the Public Schools of Brookline website ● Provided to families upon request _______POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE_______ ---------------------------------------- ## Administration of Medications in Schools - Canonical URL: https://www.k12policies.com/policy/b4 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: health - Year: 2026 - Source PDF: https://resources.finalsite.net/images/v1775481348/brooklinek12maus/sfohcrvpngzexpcpankj/AdministrationofMedicationsinSchools_32626.pdf ### TL;DR Brookline Public Schools requires medical orders and parental consent for all medications, which are managed by school nurses and can only be delegated to trained staff under specific conditions. ### Purpose To establish safety standards and legal procedures for the administration and self-administration of prescriptions, over-the-counter drugs, and supplements within Brookline Public Schools and during school-sponsored events. ### Key provisions - Medications (prescription, OTC, and supplements) are only administered if medically necessary for a student to access their education. - Every student receiving medication must have a formal medication administration plan, including a provider's order and parent/guardian authorization. - School nurses may delegate the administration of non-injectable medications to trained unlicensed staff, except for emergency EpiPens or Glucagon. - Students may self-administer medications only if they meet specific state regulatory requirements and follow-approved procedures. - All medications must be stored according to safety procedures developed by the Coordinator of School Health Services. - Nurses have the professional right to refuse to administer any medication they deem potentially harmful or inappropriate. - Disputes regarding medication administration are settled by the Coordinator of School Health Services, whose decision is final. ### Who it applies to Students, parents/guardians, school nurses, and trained school personnel at Public Schools of Brookline. ### Full text SECTION E STUDENT SERVICES E 2 d. Administration of Medications in Schools and Delegation of Administration of Prescription Medications: (11/10/11, #11-72; 3/26/26, #26-39) The purpose of this policy is to provide minimum standards for the safe and proper administration of medications to students in the Public Schools of Brookline (“PSB”), consistent with G.L. c. 94C, s. 7(g); G.L. c. 71, s. 54B, and 105 CMR 210.000, et seq. I. MANAGEMENT AND APPLICATION OF THE MEDICATION ADMINISTRATION PROGRAM This policy applies to the administration of all prescription medications, “over the counter” medications, investigational new drugs, and herbal, vitamin or holistic supplements or remedies (herein, collectively referred to as, “medications”) by PSB personnel to students during school or during school sponsored day or overnight field trips, and to the self-administration of such medications, drugs and supplements or remedies by PSB students during school or at such school sponsored events. The PSB Coordinator of School Health Services shall serve as the Medication Program Manager, managing and supervising the medication administration program in the PSB. The school nurse shall manage and supervise the medication administration program in each school [210 CMR 210.003(A)(1)]. II. POLICY FOR THE ADMINISTRATION OF MEDICATION AT SCHOOL Medications will be administered to students at school only when such administration is determined by the Coordinator of School Health Services, after consultation with the school physician, to be medically necessary to permit a student to access his or her educational program. A. Responsibility for Policy and Procedure Development and Approval The Coordinator of School Health Services, in consultation with the school physician, shall develop and propose, for approval by the School Committee, policies and procedures for the administration of medication and self-administration of medication within the PSB. These policies and procedures shall be consistent with the provisions of G.L. c. 94C, s. 7(g); G.L. c. 71, s. 54B, and 105 CMR 210.000, and shall be reviewed and revised as needed, but at least every two years [105 CMR 210.003(A)]. B. Documentation of the Administration of Prescription Medication Each school where medications are administered by school personnel shall maintain a medication administration record for each student who receives medication during school hours. The medication administration record shall be maintained by the school nurse and shall include a daily log and a medication administration plan, including the medication order and parent/guardian authorization. [105 CMR 210.009] C. Response to Medication Emergencies Consistent with 105 CMR 210.005(F)(4), the school nurse shall develop procedures for responding to medication emergencies, including any reaction or condition related to medication administration, which poses an immediate threat to the health or well-being of the student. Such procedures shall include maintaining a list of persons, with their telephone numbers, to be contacted as appropriate, including, but not limited to, the student’s parent/guardian, school nurse, licensed prescriber and other persons designated in the student’s medication administration plan. Such persons may include other school personnel, the school physician, clinic or emergency room staff, ambulance services and the local poison control center. D. Storage of Prescription Medications Consistent with 105 CMR 210.003(A)(4), the coordinator of School Health Services shall develop procedures for the proper storage of medications at school. E. Reporting and Documentation of Medication Errors Consistent with 105 CMR 210.005(F)(5), the school nurse shall develop procedures and forms for documenting and reporting medication errors. F. Self-Administration of Medication Consistent with 105 CMR 210.006, students may self-administer medications at school, provided the requirements of 105 CMR 210.006 are met. The Coordinator of School Health Services shall develop procedures for the self-administration of medications at school. G. Dissemination of Information to Parents/Guardians An outline of the school’s medication policies shall be made available to parents/guardians upon request. [105 CMR 210.003(A)(6)] Such outline shall be posted on the PSB website and shall be available in accessible format in each school clinic. H. Dispute Resolution In accordance with standard nursing practice, the school nurse may refuse to administer or allow to be administered any medication, which, based on her/his individual assessment and professional judgment, has the potential to be harmful, dangerous or inappropriate. In these cases, the parent and licensed prescriber shall be notified immediately by the school nurse and the reason for refusal explained. In the event of a dispute concerning the administration of a medication, the disputing party shall make a written request for review of the dispute to the Coordinator of School Health Services, who will investigate the matter and, following consultation with the school nurse and the school physician (as defined in 105 CMR 210.002), issue a decision. The decision of the Coordinator of School Health Services shall be final. III. POLICY REGARDING THE DELEGATION OF PRESCRIPTION MEDICATION ADMINISTRATION A. Delegation and Supervision During such time as the PSB continues to be registered with the Department of Public Health pursuant to the applicable provisions of 105 CMR 700.000 and is otherwise in compliance with the requirements of 105 CMR 210.000, the school nurse may delegate the administration of non- parenteral medications to students during regular school activities, including but not limited to school sponsored day or overnight field trips. The administration of parenteral medications may not be delegated or administered by training with the exception of epinephrine or injectable glucagon in an FDA pre-approved, pre-dosed autoinjector administered in accordance with 105CMR210.100. These unlicensed school personnel must meet the requirements of 105 CMR 210.004, be trained and tested for competency in accordance with 105 CMR 210.100 and 210.007, be supervised by the school nurse and be listed on the student’s medication administration plan developed in accordance with 105 CMR 210.005 and 210.007. The school nurse may rescind the delegation of specific personnel at any time [210.005(G)(1)]. Neither prescription medication nor over-the-counter medications can be administered by delegation by unlicensed school personnel without student-specific medications from a licensed prescriber. A school nurse shall be on duty while medications are being administered by designated unlicensed school personnel, and available telephonic or virtually should consultation be required. B. Training of School Personnel School personnel who are responsible for administering medications at school shall be trained in accordance with 105 CMR 210.007. ---------------------------------------- ## Time-Out Practices Inclusive of Physical Restraint - Canonical URL: https://www.k12policies.com/policy/b5 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: conduct - Year: 2026 - Source PDF: https://resources.finalsite.net/images/v1775479979/brooklinek12maus/ziahnae8hh4qloa1wxd6/PSBTime-outPracticesInclusiveofPhysicalRestraintPolicy_32626.pdf ### TL;DR Physical restraint and seclusion are strictly 'last resort' emergency measures used only to prevent serious harm when all other safety methods have failed. ### Purpose To establish strict guidelines for the use of physical restraint and time-outs, ensuring they are used only in emergencies after all other de-escalation methods have failed. It aims to protect the safety of students and staff while complying with Massachusetts state regulations. ### Key provisions - Physical restraint is permitted only as a last resort in emergency situations to prevent imminent, serious physical harm. - Medication, mechanical, and prone restraints are strictly prohibited unless specifically authorized by a physician and parent. - Involuntary seclusion is prohibited except in extreme emergencies, requiring continuous active monitoring and reporting to state authorities. - Any 'time-out' exceeding 30 minutes requires explicit approval from the Principal/Head of School and immediate family notification. - Staff must prioritize de-escalation, preventive discipline, and the least intrusive interventions before considering physical force. - All physical restraints must be supervised by a second adult as quickly as possible to ensure student safety. ### Who it applies to All students, staff, and administrators within the Public Schools of Brookline district. ### Full text SECTION E SUPPORT SERVICES 2 b. Time-Out Practices Inclusive of Physical Restraint: (Voted 2/27/03, #03-12 and #03-13; 2/14/13, #13-12; 12/17/15, #15-84; 4/28/16, #16-24; 4/7/22, #22-23; 3/26/26, #26-38) (previously known as the Physical Restraint Policy) I. Introduction It is the policy of the Brookline School Committee to promote a safe and productive workplace and educational environment for its employees and students, and to ensure that every student in the Brookline Public Schools is free from the use of physical restraint and seclusion that is consistent with the Massachusetts Department of Elementary and Secondary Education regulations, and that physical restraint and seclusion shall only be used with extreme caution as a last resort in emergency situations, supervised, after other lawful and less intrusive alternatives have failed or been deemed inappropriate. We believe in preventive and positive approaches to discipline with interventions and consequences aimed at addressing the causes of misbehavior, resolving conflicts, meeting students’ needs, and keeping students in school. We believe it is the responsibility of all school staff, students, families, and the community to contribute to a school community that promotes a safe, secure, and learning environment. Preventive and positive discipline is a shared responsibility for students, administrators, teachers, families, and the community. School personnel shall only administer a physical restraint as a last resort when it is needed to protect a student and/or a member of the school community from imminent, serious, physical harm. When a physical restraint needs to be administered, school personnel shall seek to prevent or minimize any harm to the student as a result of the use of the physical restraint. School personnel shall further ensure that the physical restraint is supervised by another adult as quickly as practicable. This policy shall not be construed to limit the protection afforded to publicly funded students under other federal and state laws, including those laws that provide for the rights of students who have been found eligible to receive special education services. Additionally, this policy shall not be construed to preclude any teacher, employee or agent of a public education program from using reasonable and necessary force to protect students, other persons or themselves from assault or imminent, serious, physical harm. The Superintendent will develop written procedures and guidelines related to this policy identifying: • Appropriate responses to student behavior that may require immediate intervention; • Alternative methods that should be used first when seeking to prevent student violence, self- injurious behavior and/or de-escalating potentially dangerous behavior occurring among groups of students or with an individual student, including alternative methods in emergency situations that avoid resorting to physical restraint. • Methods for engaging parents in discussions about restraint prevention and use of restraint solely as an emergency procedure; • A statement prohibiting: medication restraint, mechanical restraint, prone restraint unless permitted by 603 CMR 46.03(1)(b), seclusion, and the use of physical restraint in a manner inconsistent with 603 CMR 46.00; • A process for obtaining Principal/Head of School approval for a time out exceeding 30 minutes. • A process for notifying families of any time out exceeding 30 minutes. II. District’s Physical Restraint Procedures A. Definitions "Consent" shall mean agreement by a parent/guardian/caregiver who has been fully informed of all information relevant to the activity for which agreement is sought, in their native language or other mode of communication, that the parents/guardians/caregivers understand and agree in writing to the carrying out of the activity, and understand that the agreement is voluntary and may be revoked at any time. The agreement describes the activity and lists the records (if any) which will be released and to whom. "Restraint" shall mean limitation on a student's physical movement using force against the student's resistance. "Physical restraint" shall mean direct physical contact that prevents or significantly restricts a student's freedom of movement. The term physical restraint does not include prone restraint, mechanical restraint, or medication restraint. Additionally, physical restraint does not include: providing brief physical contact, without force, to promote student safety or limit self-injurious behavior, providing physical guidance or prompting when teaching a skill, redirecting attention, providing comfort, or a physical escort. "Physical escort" shall mean a temporary touching or holding, without the use of force, of the hand, wrist, arm, shoulder, or back for the purpose of inducing a student who is agitated to walk to a safe location. "Mechanical restraint" shall mean the use of a physical device to restrict the movement of a student or the movement or normal function of a portion of their body. A protective or stabilizing device ordered by a physician shall not be considered a mechanical restraint. The use of a mechanical restraint is prohibited unless explicitly authorized by the student’s physician and consented to in writing by the parents/guardians/caregivers of the student. Seclusion is defined as the involuntary confinement of a student alone in a room or area, with or without adult supervision, from which the student is not permitted to leave. “The term does not include: a classroom or school environment where, as a general rule, all students need permission to leave the room or area, such as to use the restroom; a behavior support technique that is part of the district’s, school’s or program’s designated procedures for behavior support which involves the monitored separation of a student in an unlocked setting, from which the student is allowed to leave and it is implemented for the purpose of calming; or placing a student in a separate location within a classroom with others or with an instructor, so long as the student has the same opportunity to receive and engage in instruction.” The use of seclusion is expressly prohibited, except in an emergency situation in which the student poses an imminent threat of assault or serious physical harm, and only when all other less intrusive interventions have been deemed ineffective or inappropriate. The emergency use of seclusion may only be used with the required safeguards in place which include active monitoring- at all times during the emergency, a staff member is continuously and actively monitoring and observing the student and is immediately available to the student- timely parent and principal notification, and ongoing data review at the school level to reduce and ultimately eliminate the use of seclusion in alignment with 603 CMR 46.00. All incidences of seclusion must be reported to DESE. The Preconditions for Use of Emergency Seclu ---------------------------------------- ## Section D — Fiscal Management - Canonical URL: https://www.k12policies.com/policy/b6 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: personnel - Year: 2026 - Source PDF: https://resources.finalsite.net/images/v1775745780/brooklinek12maus/keyjx9kdwitto29ehq3b/SectionD31926_1.pdf ### TL;DR This policy outlines the rules for managing school district finances, including budgeting, fundraising, and spending, with a focus on educational equity and transparency. ### Purpose This policy governs the financial operations of the Public Schools of Brookline, ensuring that all public and private funds are managed efficiently and transparently. It aims to align fiscal decisions with the district's educational priorities and equity goals. ### Key provisions - Establishes protocols for budget planning, adoption, and transfer authority to ensure funds align with educational goals. - Prioritizes educational equity when allocating resources and accepting private gifts or philanthropic donations. - Mandates active pursuit of maximum funding from local, state, and federal tax sources as well as grants. - Sets strict requirements for financial oversight, including audits, purchasing authority, and procurement procedures. - Outlines management rules for specific funds such as student activity accounts, petty cash, and post-secondary scholarships. - Requires community involvement and transparent reporting in the annual budget development process. ### Who it applies to School Committee members, district administrators, staff, and community stakeholders. ### Full text D1 SECTION D – FISCAL MANAGEMENT D.1 Fiscal Management Goals ........................................................................................................2 D.2. Annual Budget ........................................................................................................................3 D.2.1. Annual Budget Overview................................................................................................3 D.2.2. Budget Deadlines and Schedules ....................................................................................3 D.2.3. Budget Planning ..............................................................................................................4 D.2.4. Budget Adoption Procedures ..........................................................................................4 D.2.5. Budget Transfer Authority ..............................................................................................5 D.3. Gifts, Grants and Proposals ......................................................................................................6 D.3.1. Grants and Gifts from Private Sources ...........................................................................6 D.3.2. School-Specific Fundraising, Expenditures, and Reporting ...........................................6 D.4. Federal Funds Supplement Not Supplant Policy .....................................................................9 D.5. Authorized Signatures ............................................................................................................10 D.6. Bonded Employees and Officers............................................................................................11 D.7. Fiscal Accounting and Reporting ...........................................................................................12 D.8. Audits .....................................................................................................................................13 D.9. Purchasing ..............................................................................................................................14 D.9.1 Purchasing Overview .....................................................................................................14 D.9.2. Purchasing Authority ....................................................................................................14 D.9.3. Procurement Requirements ...........................................................................................15 D.10. Payment Procedures .............................................................................................................16 D.11. Expense Reimbursements ....................................................................................................17 D.12. Disposal of Property.............................................................................................................18 D.13. Cash in School Buildings .....................................................................................................19 D.13.1. Petty Cash ...................................................................................................................19 D.13.2. Cash on School Premises ............................................................................................19 D.13.3. Unaccounted-For Funds ..............................................................................................19 D.14. Student Activity Accounts ...................................................................................................20 D.15. Post-Secondary Scholarships ...............................................................................................21 D.15.1. Management of Scholarships in FY27 and Beyond....................................................21 D.15.2. Previous Policy Regarding Scholarships ....................................................................21 The entire Fiscal Management section of the Public Schools of Brookline Policy Manual was revised and adopted by vote of the School Committee on March 19, 2026. D2 D.1 FISCAL MANAGEMENT GOALS As the trustee of both public local, state, and federal funds, and private philanthropic funds, allocated for use in public education, the Committee will use these funds wisely in pursuit of the district's goals. • Revenues from Local Tax Sources: The School Committee, working with its staff and the community, shall exert maximum effort to secure adequate funding for the schools. • Revenues from State Tax Sources: The School Committee and staff will work jointly to secure maximum funding through the distribution formula established by the state legislature. The School Committee directs the administration to exert continued efforts to secure the maximum amount of funding available for special programs through grants. • Revenues from Federal Tax Sources: The School Committee and staff will work jointly to secure maximum funding from federal tax sources and directs the administration to exert continued efforts to secure the maximum funding available for special programs through grants. • Philanthropy: Public education is primarily the responsibility of the public and, therefore, the operating and capital budgets for PSB should reflect the will of the public to finance the schools through public revenues (tax sources). The Brookline School Committee welcomes additional revenues from non-tax sources as gifts to the PSB to advance the priorities and educational goals established by the School Committee, provided such gifts are in accordance with state and federal law, existing local by-laws, and this policy, and provided the gift and/or its effects reflect the PSB core value of educational equity. The quantity and quality of the district's educational programs are dependent on the effective, efficient management of allocated funds. Achievement of the district's purposes can best be achieved through excellent fiscal management. It is imperative that the educational program be held of paramount importance. Decisions made due to resource limitations must center on the educational goals of the district. This prioritization will be incorporated into all aspects of district management and Committee decision making. Regarding the district's fiscal management, it is the Committee´s intent: 1. To allocate district funding, centering equity while achieving the greatest educational returns and the greatest contributions to the educational program in relation to dollars expended. 2. To engage in thorough advance planning, with staff and community involvement, in order to develop budgets. 3. To advocate for levels of public funding that will provide high quality education for all students. 4. To support the use of the best tools and techniques for budget development and management. 5. To provide timely and appropriate information to the community. SOURCE: MASC Reviewed 2022 The entire Fiscal Management section of the Public Schools of ---------------------------------------- ## Competency Determination and High School Graduation Requirements - Canonical URL: https://www.k12policies.com/policy/b7 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: academics - Year: 2025 - Source PDF: https://resources.finalsite.net/images/v1767112891/brooklinek12maus/uphih8buomzqmxeumpr4/Brookline_CompetencyDeterminationandGradReq_VOTED_121825_1.pdf ### TL;DR Students must earn 22 credits in specific subjects and demonstrate mastery in core fields via coursework and assessments to receive a Brookline High School diploma. ### Purpose To define the academic credit requirements and state-mandated competency standards students must meet to graduate from Brookline High School. ### Key provisions - Completion of 22 total credits, including 19 specific required credits in core subjects and electives. - Mandatory annual enrollment in Health and Fitness and achievement of technology competencies. - Fulfillment of the state 'Competency Determination' through mastery of ELA, Math, and Science (and US History starting in 2027). - Mastery is demonstrated through passing final assessments, capstone projects, or portfolios in aligned courses. - Flexibility for credit substitutions through 'pathways' in arts/tech or Learning Skills enrollment. - Provisions for graduation requirement waivers in extraordinary circumstances with Superintendent approval. ### Who it applies to Students, faculty, and administrators at Brookline High School. ### Full text I 1 f. High School Graduation Requirements (Voted 11/17/86, #86--536; 2/26/91, #91-52; 4/26/01, #1-40; 12/18/25, #25-165) The mission of Brookline High School is to develop capable, confident, life-long learners who contribute to their community, participate thoughtfully in democracy, and succeed in a diverse and evolving global society. In order to graduate from Brookline High, students must satisfy the Graduation Requirements described below. Students must also must meet the Competency Determination requirements found in Section I 1 g of the PSB Policy Manual. Minimum Course Requirements (22 total credits, including the following 19 required credits) English: (4 credits) * four years (some students will achieve some of these credits by studying English as a Second Language) Foreign Language: two years in one language (2 credits) Mathematics: (3 credits) three years Science: (3 credits) three years Social Studies: (3 credits) three years (World History I and II, US History*) Career and Technology three years distributed across at least three of Education, Community these program areas Service, Performing Arts, and Visual Arts: (3 credits) Health and Fitness: Health and Fitness must be taken each year (1 credit) * The Achievement of the Technology Competencies, as defined by the BHS Technology Oversight Committee and approved by the School Committee. * These course requirements are mandated by the State and cannot be modified. Exceptions: We have a responsibility to provide for every student a challenging program which must reflect the particular strengths and weaknesses of the student. Alternative programs and/or some modification of the Graduation Requirements should be available. The alternatives below offer reasonable flexibility to satisfy Graduation Requirements and enable all students to experience academic _______POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE______ success. In appropriate circumstances, the student’s administrator may recommend a modification to the Graduation Requirements for approval by the Head of School and Superintendent of Schools. 1. A “pathway” of three progressively advanced credits in either Performing Arts, Visual Arts, or Career and Technology Education may substitute for: a) the distribution requirement in electives or b) two credits in Foreign Language, Mathematics, Science, or Social Studies, except that only one credit may be substituted in any of the four disciplines cited above. 2. Students enrolled in Learning Skills may substitute two Learning Skills credit for two credits in Foreign Language, Mathematics, Science, or Social Studies, except that only one credit may be substituted in any of the four disciplines cited above. This exception may not be combined with 1 (b). However, students in Learning Skills are eligible for the “pathway” exception in 1 (a). 3. A “Waiver of Graduation Requirements” may also be recommended, in writing, by the Head of School for approval by the Superintendent of Schools. A waiver may be recommended for students who, because of extraordinary circumstances, have not satisfied all of the Graduation Requirements but, in the considered view of the Head of School, have achieved the learning expectations of The High School. These Graduation Requirements become effective for the class entering Brookline High in September, 2001, and graduating in June, 2005. _______POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE______ I 1 g. Competency Determination (New Policy) (Voted 12/18/25, #25-165) Replaced MCAS Related Graduation Document Policy (5/22/03, #03-61) COMPETENCY DETERMINATION One of the requirements for graduation in Massachusetts is a determination of competency in subjects previously covered by the MCAS. In addition to other requirements for graduation, students must have been determined by the district to have achieved mastery of the common core of skills, competency, and knowledge in said areas, and satisfactorily have completed coursework that has been certified by the student's district as showing mastery of the skills, competencies, and knowledge contained in the state academic standards and curriculum frameworks. Competency Determination Requirements A determination of competency shall include: Demonstrating mastery of skills in English Language Arts, Mathematics, and Science; and the satisfactory completion of relevant coursework aligned to the standards measured by the high school English language arts, mathematics, and science MCAS assessments administered in 2023. An additional requirement for mastery in US History will apply to the graduating class of 2027, and beyond. Per guidance from the Massachusetts Department of Elementary and Secondary Education (DESE), to show mastery, a student must successfully complete, in accordance with the district’s grading policy or by any other appropriate methodology as may be determined by the School Committee: 1. The final assessment for a course; or 2. A capstone or portfolio project; or 3. An equivalent measure identified in the district’s CD policy. A student enrolled in the Public Schools of Brookline will be determined to have satisfactorily completed coursework and earned full credit in accordance with the district’s grading policy and the requirements outlined below: Content Area Coursework Requirements Notes English The equivalent of two years of high school To satisfy this course requirement, the Language Arts English language arts courses. English Language Arts courses must be taken in grades 9-12. Mathematics The equivalent of one year of both Algebra Middle school math courses may be I and Geometry courses, or the equivalent certified by the district as meeting the of one year of both Integrated Math I and coursework requirement for the Integrated Math II. Whether to follow an mathematics component of the CD. Algebra/Geometry or Integrated Math I/II Districts must confirm that the course course sequence is determined by the aligns to the high school Algebra district, but the equivalent length of the I/Geometry/Integrated Math I/Integrated courses must still be met. Math II standards as listed in the 2017 _______POLICY MANUAL OF THE PUBLIC SCHOOLS OF BROOKLINE______ Massachusetts Mathematics Curriculum Framework. Science The equivalent of one year of any one of To satisfy this course requirement, the the following disciplines: Biology, Physics, science course must be taken in grades 9- Chemistry, or Technology/Engineering. 12. U.S. History The equivalent of a one-year United States To satisfy this course requirement, the (Beginning history course. U.S. History course must be taken in with the grades 9-12. graduating class of 2027) Aligned Courses: The Public Schools of Brookline offers courses in alignment with the state curriculum frameworks that meet the above requirements. Specific BHS Courses that meet these requirements are tagged in the Annual Course Catalog with the symbol ✭. Demonstration of Mastery: A student will show mastery in ---------------------------------------- ## Personal Electronic Device Policy - Canonical URL: https://www.k12policies.com/policy/b8 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: tech - Year: 2025 - Source PDF: https://resources.finalsite.net/images/v1769357762/brooklinek12maus/bbwig1ym2eqwmn5b8tfk/PersonalElectronicDevicePolicy_Voted_41025_1.pdf ### TL;DR K-8 students must keep devices 'Off and Away' all day, while high schoolers may use them only during non-instructional times. ### Purpose The policy outlines guidelines for personal electronic device (PED) management to minimize distractions and promote academic and social development. It establishes different usage tiers for K-8 and high school students. ### Key provisions - Grades K-8 must follow an 'Off and Away' rule, keeping all devices locked or stored from the start of school until dismissal. - Grades 9-12 must keep devices stored out of sight during classes, but may use them during passing periods or free blocks. - Smartphones, smartwatches, tablets, and headphones are all classified as Personal Electronic Devices (PEDs). - Exceptions are permitted for students with IEP/504 needs or specific teacher-approved educational activities. - Disciplinary actions for K-8 range from daily confiscation to a mandatory one-month morning drop-off at the office. - Students needing to contact parents during the day must use the school's main office. ### Who it applies to All students, teachers, and parents within the Public Schools of Brookline district. ### Full text Public Schools of Brookline Personal Electronic Device Policy First Reading: January 23, 2025 Second Reading: April 10, 2025 Adopted by Vote of School Committee on April 10, 2025 The Public Schools of Brookline (PSB) strives to create a positive learning environment where students can focus on their academic and social development. This policy describes guidelines for the management and use of personal electronic devices by students at school. A personal electronic device (PED) is a wireless and/or portable piece of technology that is capable of storing, processing, or transmitting information. These devices include, but are not limited to, smart phones and watches, laptops, tablets, earbuds, headphones, and audio-visual recording devices, such as cameras. Grades K-8 PSB will follow an “Off and Away” approach wherein all PEDs are locked and stored for the duration of the school day. The school day is defined as the beginning of the school day until the end of the school day, including all classes, specials, homeroom, lunch, recess, and transitions. The school day also includes school assemblies and field trips. Exceptions to this approach will be made for (a) students whose IEP or 504 plan requires the use of PEDs; (b) students who have received documented permission from a teacher for use of a PED in the teacher’s classroom for educational purposes; and (c) the use of Chromebooks and Google Apps for Education. Schools may implement an “Off and Away” approach in the manner of their choosing. This may include the use of locked pouches or other storage devices for PEDs, or the requirement that students store their PEDs in lockers or backpacks. PSB is not responsible for damaged PEDs. If a child needs to contact their parent/caregiver or other adults during the day, they must report to their school’s main office to do so. Illustrative Consequences ● First offense: The PED will be confiscated for the remainder of the school day. The PED will be held by the classroom teacher (K-5) or turned into the main office (6-8). The PED will be returned to the student at the end of the day or to their parent(s)/caregiver(s) upon request. Teachers (K-5) or the office (6-8) will document the infraction to the student’s parent(s)/caregiver(s). ● Second offense: The PED will be confiscated for the remainder of the school day. The main office will document the infraction to the student’s parent(s)/caregiver(s). The PED will be returned to the parent(s)/caregiver(s) at the designated pick-up time. A meeting may be arranged between the teacher, student, and parent(s)/caregiver(s) to discuss responsible PED use. ● Third offense: The student will drop off the PED at the main office at the beginning of each day and collect it at the end of each day for at least one month OR a parent/caregiver will sign an agreement that the student will keep their PED(s) at home. A meeting will be arranged between the principal, student, and parent(s)/caregiver(s) to discuss further consequences, which may include after-school detention or other disciplinary actions. Grades 9-12 BHS will follow a “Limited Use” approach wherein PEDs will be off and stored out of sight during instructional periods but may be used at designated times and in specific areas otherwise. PEDs are prohibited from use in classrooms. Exceptions will be made for (a) students whose IEP or 504 plan requires the use of PEDs; (b) students who have received documented permission from a teacher for use of a PED in the teacher’s classroom for educational purposes; and (c) the use of school- or class-approved PEDs for educational purposes. Teachers may require students to put PEDs in a caddy or to stow them in a backpack. Teachers should state clear classroom expectations about PEDs and consequences for use in class. Students may use PEDs in public spaces during passing time or during free blocks so long as they are used silently and are otherwise not disruptive or disturbing to others. ---------------------------------------- ## PSB Wellness Policy - Canonical URL: https://www.k12policies.com/policy/b9 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: health - Year: 2024 - Source PDF: https://resources.finalsite.net/images/v1769358363/brooklinek12maus/wfwxwkmmak9guziwdpry/PSBWellnessPolicy_FINAL_voted2124.pdf ### TL;DR PSB ensures student well-being through fresh, nutritious school meals, comprehensive health education, and a commitment to mental and physical wellness for all students. ### Purpose This policy establishes a framework for promoting student health and well-being through nutritious food services, comprehensive wellness education, and physical activity. It aims to integrate healthy decision-making and inclusive support into the total learning environment. ### Key provisions - Operation of a stigma-free food service program that meets or exceeds USDA and Massachusetts nutrition guidelines. - Requirement to serve fresh, minimally processed, and additive-free foods with an aspiration for 50% plant-based meals. - Implementation of a comprehensive wellness curriculum covering mental health, nutrition, body image, and the impact of social media. - Commitment to financial accessibility, including participation in the Universal Free Meals program and proactive outreach for enrollment in benefit programs. - Integration of Farm to School initiatives, school gardens, and transparency regarding ingredient and allergy information. ### Who it applies to All students, staff, and families within the Public Schools of Brookline. ### Full text PUBLIC SCHOOLS OF BROOKLINE POLICY MANUAL SECTION A FOUNDATIONS AND BASIC COMMITMENTS 9. Wellness Policy (Voted: 9/28/06, #06-88; 12/7/17, #17-102; 6/19/18, #18-60; 2/1/24, #24-08 (Note: policy was moved from PSB Policy Manual Section E: Support Services to Section A: Foundations and Basic Commitments 6/19/18) I. INTRODUCTION The Public Schools of Brookline (PSB) is committed to providing school environments that promote and protect children’s health, well-being, and ability to learn by supporting wellness, good nutrition, and regular physical activity as part of the total learning environment in which children learn about and participate in healthy decision-making. To support this commitment, the following core values guide this policy and its corresponding implementation and procedures: ● Provide a stigma-free meal environment in which all students are provided fresh, nutritious foods that support physical growth and learning. ● Cultivate a school culture that values wellness – the physical and mental health of all its students and their communities – by offering thoughtful, inclusive, and appropriate support and instruction in all schools. ● Provide comprehensive wellness education including but not limited to mental and physical health, nutrition and food literacy, physical activity and physical education, allergy and public health concerns, the impact of social media on mental health, healthy relationships, substance use, peer pressure, body image, and eating disorders. At its very core, comprehensive school health education is about keeping students healthy now and in the future, reinforcing positive healthy behaviors throughout the school day, and making it clear that good health and learning go hand in hand. ● Recognize and accept differences due to mental and physical health or disability, culture, race, religion, language, national origin, gender, gender identity, sexual orientation, or socio-economic status by providing space for public learning, conversation, and discussion. II. FOOD SERVICE PROGRAM OPERATIONS A. Financial Management and Student Access 1. Every PSB school will operate a food service program to ensure that all students have affordable access to the varied and nutritious foods they need to stay healthy and achieve their academic potential. 1 2. The management of food sales on school grounds will be under the management of the school food service program, except for food sold competitively. 3. The food service program will aim to be financially self-supporting. However, budget neutrality or profit generation must not take precedence over the nutritional needs of the students. If subsidy of the food service fund is needed, it should not be from the sale of foods that have minimal nutritional value and/or compete nutritionally with program meals. Conversely, when the program runs a profit, those funds will be re- invested in the program in the form of higher quality food options. 4. PSB will meet or exceed best administrative practices for enrollment, participation, and payment of food, including: ● Developing a coordinated, comprehensive outreach and promotion plan through various methods including social media, etc., directed at both students and families, including a language access component to ensure language-appropriate documents, and highlighting access options for students with disabilities. ● Continuing to collect Free and Reduced meal applications which allows for additional benefits to qualified students and families, such as Pandemic-Electronic Benefits Transfer (P-EBT), even though Massachusetts has permanently passed the Universal Free Meals program for all schools. ● On a regular basis, checking and coordinating with county social services and similar public benefit administering agencies to ensure that every eligible child is enrolled in free/reduced price meal programs. ● Ensuring compliance with the direct certification process for automatically-eligible students. ● Implementing and maintaining pin numbers or similar payment systems in place that accurately tracks the student’s meals for maximum state and federal reimbursement. Free and reduced priced meals will be served and sold in a manner indistinguishable by students or staff from the regularly priced meal. B. Nutrition and Meal Planning 1. PSB Food Services operates within the frameworks of the USDA National School Lunch Program (NSLP), USDA School Breakfast Program (SBP), USDA Summer Food Service Program and other supplemental programs. Every food option served by PSB Food Services meets or exceeds USDA School Breakfast and Lunch guidelines. Further, PSB Food Services operates in accordance with the Healthy, Hunger-Free Kids Act of 2010 as amended and applicable laws and regulations of the Commonwealth of Massachusetts. Schools will offer varied and nutritious food choices that are consistent with the federal government’s Dietary Guidelines for Americans. (See “Nutrition” for further information.) 2. The PSB adheres to (meets and, when possible, exceeds) state1 and federal2 School Meal Content Guidelines by taking advantage of exemptions for unprocessed fruits 1 https://www.mass.gov/doc/105-cmr-225-nutrition-standards-for-competitive-foods-and-beverages-in-public- schools/download 2 https://www.gpo.gov/fdsys/pkg/FR-2012-01-26/pdf/2012-1010.pdf 2 and vegetables. The Nutrition Standards in the National School Lunch and Breakfast program (7 CFR Parts 210 and 220) require the availability of fruits, vegetables, whole grains, and fat free and low-fat fluid milk in school meals, and requires that the levels of sodium and saturated fat meet the nutritional needs of school children within their calorie requirements. These improvements to the school meal program, largely based on recommendations made by the Institute of Medicine of the National Academies, are expected to enhance the diet and health of school children and help mitigate the childhood obesity trend. To the extent that current nutrition science indicates a higher standard is the better practice, the higher standard should be applied. 3. In addition to federal/state nutrition and food services programs, PSB Food Services operates additional available nutrition-related programs and activities including the Farm to School, Breakfast After the Bell, school gardens, etc. 4. PSB Food Services’ objectives are to: a. serve fresh, freshly-prepared, real, minimally-processed and/or organic food without additives when budgetarily possible and available, to every student at every meal. Trans fats are not permitted. b. aspire to make 50% of all meals served in each school plant-based c. use locally- or regionally-sourced foods when available. d. make ingredient, nutrition and allergy information for all foods and beverages, except for fresh fruits and vegetables and other whole foods, readily available to stakeholders (students, caregivers, PSB staff) before purchasing meals, and to caregivers online in advance of the school day. e ---------------------------------------- ## Sustainability Policy - Canonical URL: https://www.k12policies.com/policy/b10 - Jurisdiction: Public Schools of Brookline (MA) - Level: district - Sector: public - Category: personnel - Year: 2022 - Source PDF: https://resources.finalsite.net/images/v1769362500/brooklinek12maus/qoah565priddux8xplch/PSBSustainabilityPolicyVoted102722.pdf ### TL;DR Brookline Schools will pursue carbon neutrality and zero waste by greening buildings, prioritizing plant-based meals, and embedding climate action into the curriculum. ### Purpose To establish a comprehensive framework for environmental stewardship within the Public Schools of Brookline, targeting carbon neutrality, resource conservation, and the integration of sustainability into both district operations and student education. ### Key provisions - Integration of climate science, environmental literacy, and civic engagement into the core curriculum and extracurriculars. - Commitment to Net Zero Energy buildings, fossil-fuel-free operations, and green building standards for all new constructions and renovations. - Prioritization of plant-based food options, including vegan entrees at every meal and local food procurement within 250 miles. - Implementation of 'Zero Waste' strategies such as composting at every school, food pantry donations, and eliminating single-use plastics. - Promotion of sustainable transportation through electric vehicle adoption, no-idling policies, and encouraging walking or cycling. - Adoption of organic land management, integrated pest management, and green cleaning practices to ensure indoor and outdoor health. ### Who it applies to All students, staff, administrators, and the broader Brookline school community. ### Full text PUBLIC SCHOOLS OF BROOKLINE POLICY MANUAL SECTION A FOUNDATIONS AND BASIC COMMITMENTS 11. Sustainability Policy (Voted 10/27/22, #22-87) The Public Schools of Brookline (PSB) values sustainability and is committed to practices that support a healthy environment for present and future generations, and inspire students to be good stewards of the Earth and its people. The District will prioritize conservation of resources, carbon neutrality, and environmental education in concert with fiscal responsibility, health, and safety including: Education and Engagement: The District will cultivate an understanding of environmentally sustainable practices and their urgency (i.e. environmental literacy) through incorporation of climate-focused sustainability into our core curricular values. Climate science and climate action will be addressed in a combination of units of study and courses, pedagogies, and through extracurricular organizations, clubs, teams, or parent/caregiver engagement. The PSB will support opportunities for civic engagement and student leadership within our schools to address climate change and its intersectionality with race, gender, geography, nutrition, economy, and well-being. Energy and High Performance School Buildings: Energy is a significant expenditure for schools. Districts that target energy efficiency in their building operations and maintenance can typically reduce bills by 5-20%. The District will seek out opportunities for energy conservation, energy efficiency, and deployment of renewable energy technologies to capture both cost savings and reduced carbon emissions. The District will move in the direction of adopting green building standards, such as the following: ● Set an EUI of less than 21 kBtu/ft2/year. ● Commit to Fossil Fuel Free and Zero Emissions on-site. ● Optimize opportunities for passive energy use and “daylighting”. ● Install on-site photovoltaic solar panels and electricity storage to maximize on-site energy usage. ● Provide electric vehicle chargers for employee parking spaces. ● Plan for emergency sheltering to provide resiliency for the broader community during extreme weather events or other grid outages. ● Design new buildings and renovating existing ones as Net Zero Energy Projects. ● Integrate de-construction (as opposed to demolition) and materials reuse to minimize embodied carbon impacts. ● Perform building efficiency assessments on all PSB school buildings. ● Plan opportunities for efficiency projects through the CIP (such as building envelope upgrades, procurement of high efficiency appliances, and transitioning of lighting to LED). ● Provide a healthy and safe environment for students and staff through best practices in protection of indoor air quality (IAQ), as well as adhere to a green cleaning program (where the cleaning solutions contain no known carcinogens). ● Promote sustainability education campaigns such as “power down Fridays” with the District community. ● Work with and train staff on how to reduce individual plug loads within school buildings. Schoolyards: Learning outdoors, surrounded by nature, has a diversity of benefits for students and staff alike, including academic success, improved mental and physical health, and education about real-life environmental issues and solutions. Where hardscape is needed, the PSB will minimize carbon-intensive, non-renewable materials such as asphalt. The District will maintain grounds according to best practices in organic management and Integrated Pest Management (IPM). Food Services: The District will promote student health, sustainable agriculture, and environmental restoration through gardening, recycling, and composting, as well as the well- being of food chain workers across all food services activities. The District will promote sustainable food consumption by moving away from unsustainable foods, including but not limited to meat, poultry, and fish. The District will instead move towards and promote plant- based food options, including initiatives such as “Meatless Mondays.” In addition, the District will: ● Provide nutritious vegan entrees at every meal. ● Encourage adoption of the Good Food Purchasing and the Farm to School programs, and prioritize procurement of food and drink produced within 250 miles of the Town of Brookline. ● Promote a transition to all natural and organic foods. ● Cultivate school gardens that could support edible schoolyards. Waste: The District will promote resource conservation and efficient use of resources, including waste reduction for water, food, paper and other resources. The District will establish business procedures that give priority to environmentally preferable products and practices, and that consider environmental and social costs as well as short-term financial costs. The District will commit to reducing its waste through a variety of methods, such as: ● Supporting the Town’s Zero Waste initiative through professional development, zero waste campaigns, waste audits and PTO presentations. ● Working with staff to introduce the 4 R’s (Refuse, Reduce, Reuse, Recycle) to students. ● Providing composting opportunities at every school. ● Initiating a program to donate appropriate wasted food to the Brookline Food Pantry. ● Reducing single use food and drink service items served on-site (e.g. not distributing single use water bottles at events). ● Installing additional water bottle filling water stations. ● Installing automatic shut-offs at sinks. ● Evaluating irrigation techniques and potential for irrigation upgrades. ● Exploring the feasibility of water catchment projects. ● Transitioning from paper to electronic forms of writing, where appropriate. ● Purchasing paper made from recycled materials. ● Installing electronic hand dryers. Transportation: The District will promote and explore measures supporting transport sustainability, such as expanding its electric vehicle fleet, retrofitting existing vehicles with technologies that reduce emissions, reducing idling time and educating vehicles at drop-off and pick-up about no-idling laws, adjusting bus schedules and routes to improve travel efficiency, reducing unnecessary trips, reducing solo automobile trips to shared destinations, promoting use of public transportation, and encouraging walking, cycling, and use of human powered vehicles or other pedestrian conveyances where appropriate. The District will collaborate with town and state partners to maintain a transportation infrastructure at or near school properties that supports sustainable modes of travel. ---------------------------------------- ## Board Policy Manual - Canonical URL: https://www.k12policies.com/policy/j1 - Jurisdiction: Jericho Union Free School District (NY) - Level: district - Sector: public - Category: operations - Year: 2024 - Source PDF: https://resources.finalsite.net/images/v1707515155/jerichoschoolsorg/zdyb4c7xrokerqjyqt9b/BOARDPOLICYMANUAL-February2024.pdf ### TL;DR This K-12 school board policy manual outlines the fundamental principles and operational guidelines for the Jericho Union Free School District, covering the Board of Education's roles, responsibilities, and interactions with the community. ### Purpose The purpose of this manual is to document the approved policies of the Jericho Union Free School District Board of Education. It serves as a guiding document for the actions of the Board, administrators, staff, and community members, ensuring consistent practice and adherence to established governance principles. ### Key provisions - Defines 'policy' as a basic plan of action establishing limits and serving as a governing principle of management. - Outlines the philosophy of the school district, emphasizing the development of students' full potential, mastery of basic skills, and preparation for lifelong learning. - Details the organization, nomination, election, and legal status of the Board of Education members. - Specifies the powers, duties, and ethical code for Board members, as well as the appointment and responsibilities of various district officers. - Addresses internal operations, including new Board member orientation, financial oversight training, and Board committees. - Covers community relations, including public participation, handling complaints, and public access to records. - Establishes rules for Board and District meetings, including quorums, minutes, and executive sessions. ### Who it applies to Jericho Union Free School District Board of Education members, administrators, staff, students, parents, and community members. ### Full text JERICHO UNION FREE SCHOOL DISTRICT BOARD OF EDUCATION POLICY MANUAL Updated: February 9, 2024 FOREWORD Contained herein are the policy statements formulated by the Board of Education of the Jericho Union Free School District. Policy is defined as a basic plan of action. It establishes limits within which freedom of judgment can be exercised. Policy is a governing principle of management. It is a statement that has an effect on the interests of those who come under its jurisdiction. A policy may originate from the constitution, from statute, from local determinations and/or from customary patterns of formal behavior. Policy should accomplish the following: a) State a position taken by the District; b) Grant the authority to act; c) Be sufficiently detailed to give adequate direction; d) Be achievable within the real environment of the school and community; e) Provide for impartial procedures. In addition to the adopted policies, the operation of the School District is governed by and subject to all applicable Laws, Regulations of the Commissioner of Education, Civil Service requirements, Board of Education Resolutions, School Administrative Regulations and Contracts of Agreement. If any part of this manual is made invalid by judicial decision or legislative or administrative enactment, all other parts shall remain in full effect unless and until they are amended or repealed by the Board of Education. The official record of the adoption, amendment, or repeal of the by-laws and policies of the Jericho Union Free School District shall be the minutes of the meetings of the Board of Education. PHILOSOPHY STATEMENT In preparing individuals to develop their fullest potential for living in the society of today and tomorrow, the Board of Education and the staff of the School District: I. Recognize their responsibility to help meet the physical, intellectual and emotional needs of children; particularly the needs to inquire, learn, think, and create; to establish aesthetic, moral and ethical values; and to relate satisfactorily to others in social situations involving family, work, government and recreation. II. Accept primary responsibility for giving students a mastery of the basic skills of learning, thinking and problem-solving; for teaching them to use the various media of self-expression; for instilling in them a knowledge of the social and natural sciences; for acquainting them with the richness of our heritage; and for stimulating them to productive work in the various areas of human endeavor. III. Acknowledge the importance of their supplemental role to the home and other social agencies in developing habits and attitudes which make for effective personal living, the maintenance of optimum physical and mental health, and the establishment of sound moral, ethical, and aesthetic values. Realizing that education, as here defined, is a lifelong process, the School System seeks to orient its graduates toward various types of post-secondary education and further formal training and study of many types; and to provide educational opportunities particularly suited to the needs of adults, both as individuals and as citizens in a democracy. Jericho Union Free School District BY-LAWS (Section 1000) NUMBER ORGANIZATION OF THE BOARD OF EDUCATION 1.1 School District and Board of Education Legal Status ............................................... 1110 1.2 Board of Education Authority ................................................................................... 1120 1.3 Number of Members and Terms of Officers ............................................................. 1130 NOMINATION AND ELECTION OF BOARD OF EDUCATION MEMBERS 2.1 Board of Education Members: Qualifications .......................................................... 1210 2.2 Board of Education Members: Nomination and Election.........................................1220 2.3 Reporting of Expenditures and Contributions ........................................................... 1230 2.4 Resignation and Dismissal ......................................................................................... 1240 2.5 Legal Qualifications of Voters at School District Meetings ......................................1250 2.5.1 Use of Voting Machines .................................................................................. 1251 2.6 Submission of Questions and Propositions at Annual Elections and Special District Meetings ........................................................................................... 1260 2.7 Absentee Ballots ........................................................................................................ 1270 2.8 Student Voter Registration and Pre-Registration…………………………………....1280 THE ROLE OF THE BOARD OF EDUCATION 3.1 Powers and Duties of the Board ................................................................................ 1310 3.1.1 General Provisions of Board Membership ...................................................... 1311 3.2 Nomination and Election of Board Officers .............................................................. 1320 3.2.1 Duties of the President of the Board of Education ..........................................1321 BY-LAWS (Cont'd.) (Section 1000) NUMBER THE ROLE OF THE BOARD OF EDUCATION (Cont'd.) 3.2.2 Duties of the Vice-President of the Board of Education ................................. 1322 3.3 Appointments and Designations by the Board of Education .....................................1330 3.3.1 Duties of the District Clerk ............................................................................. 1331 3.3.2 Duties of the School District Treasurer ...........................................................1332 3.3.3 Duties of the Independent Auditor .................................................................. 1333 3.3.4 Appointment and Duties of the Internal Claims Auditor ................................1334 3.3.5 Duties of the Extra Classroom Activities Funds Treasurer(s).........................1335 3.3.6 Duties of the School Attorney ......................................................................... 1336 3.3.7 Duties of the School Physicians/Nurse Practitioners ......................................1337 3.4 Educational Goals ...................................................................................................... 1340 3.5 Code of Ethics for School Board Members ............................................................... 1350 BOARD POLICY 4.1 Policy ......................................................................................................................... 1410 4.2 Execution of Policy: Administrative Regulations .................................................... 1420 4.3 Adequate Information to Precede Action .................................................................. 1430 MEETINGS OF THE BOARD OF EDUCATION 5.1 Regular Board Meetings and Rules (Quorum/Parliamentary Procedure) ................. 1510 5.1.1 Agenda Format ................................................................................................ 1511 5.2 Special Meetings of the Board of Education ............................................................. 1520 BY-LAWS (Cont'd.) (Section 1000) NUMBER MEETINGS OF THE DISTRICT 6.1 Annual District Meeting and Election/Budget Vote .................................................. 1610 6.1.1 Business of the Annual District Election ........................................................ 1611 6.2 Annual Organizational Meeting: Time ..................................................................... 1620 RULES OF MEETINGS 7.1 Quorum ...................................................................................................................... 1710 7.2 Minutes .................................... ---------------------------------------- ## Procedures for Visitors - Canonical URL: https://www.k12policies.com/policy/s1 - Jurisdiction: Adlai E. Stevenson High School District 125 (IL) - Level: district - Sector: public - Category: operations - Year: 2019 - Source PDF: https://resources.finalsite.net/images/v1563990421/d125org/fze5uehoilojn49mdqag/procedures-for-visitors.pdf ### TL;DR This policy outlines procedures for visitors, including parents/guardians and independent evaluators, to access classrooms and personnel, primarily for observing or evaluating students with disabilities. It sets limits on observation duration, requires adherence to school policies and privacy laws, and prohibits recording devices without special permission. ### Purpose The purpose of this procedure is to regulate and facilitate reasonable access for parents/guardians, independent educational evaluators, and qualified professionals to observe students with disabilities in educational settings or to conduct evaluations. It aims to minimize disruption while ensuring proper oversight and adherence to confidentiality. ### Key provisions - Visitors are afforded reasonable access to facilities, personnel, and classrooms, with specific limitations on observation times (e.g., parents limited to two 1-hour observations per year, evaluators to four hours per year for testing). - All visitors must comply with school safety, security, visitation, and privacy policies, including FERPA. - Audio and/or video recording devices are prohibited during observations and evaluations, unless specifically approved by the student's IEP team for evaluators. - Visitors must complete a 'Request to Access Classroom(s) or Personnel' form prior to any visit, detailing the purpose and requested times. - Parent/guardian consent is required for student interviews by evaluators, and authorization to release student record information is needed before evaluators can access records or discuss the student with personnel. - Visitors must acknowledge their obligation to honor all students' confidentiality rights. - The building principal or designee will accompany visitors during their visit and can deny, grant, or modify requests for access. ### Who it applies to Parents/guardians, qualified professionals, and independent educational evaluators observing or evaluating students with disabilities. ### Full text Adlai E. Stevenson High School District #125 PROCEDURES FOR IMPLEMENTING BOARD POLICY: VISITORS 5015 Section A - Visitor Access to Classrooms and Personnel Access to classrooms is permitted in limited situations by Section 105 ILCS 5/14-8.02(g-5), amended by P.A. 96-657. The following procedures apply to parents/guardians, qualified professionals retained by or on behalf of the parents/guardians, and independent educational evaluators conducting observations and/or evaluations of students with disabilities who attend District programs. 1. These procedures apply to access requested by the parent/guardian of a student receiving special education services or being evaluated for eligibility, an independent educational evaluator, or a qualified professional retained by or on behalf of a parent/guardian or child. A qualified professional means “an individual who holds credentials to evaluate the child in the domain or domains for which an evaluation is sought or an intern working under the direct supervision of a qualified professional, including a master’s or doctoral degree candidate.” These individuals are referred to in this procedure as visitors. 2. Visitors will be afforded reasonable access to educational facilities, personnel, classrooms, and buildings and to the child. To minimize disruption, reasonable access means that the parent(s)/guardian(s) will be limited to a total of two (2) observations per school year during school hours, each observation lasting no more than one (1) hour. Observations and/or testing during instructional time as part of an evaluation by an independent educational evaluator or a qualified professional will be limited to a total of four (4) hours per school year, unless a longer duration of time is necessary as determined by the student’s IEP team. A visitor PROCEDURES FOR IMPLEMENTING BOARD POLICY: VISITORS 5015 Section A - Visitor Access to Classrooms and Personnel (Continued) may request the authorized administrator to grant longer or additional observations based on individual circumstances and provide any supporting documentation in support of such a request. A professional evaluator can request longer or additional observations in his or her initial request. The administrator may grant, deny, or modify the request, and the administrator’s decision shall be final. 3. Visitors must comply with: a. Board and school policies and procedures, including but not limited to school safety, security, and visitation policies at all times. b. Applicable privacy laws, including those laws protecting the confidentiality of education records such as the Federal Education Rights and Privacy Act (FERPA), the Illinois School Student Records Act, the Illinois Mental Health and Development Disabilities Confidentiality Act, and their respective regulations. c. Board policy Visitors (8:30). Visitors may not disrupt the educational process. 4. If the visitor is a parent/guardian, he or she will be afforded reasonable access as described above for the purpose of: a. Observing his or her child in the child’s current educational placement, services, or program, or b. Visiting an educational placement or program proposed for the child by the IEP team. Audio and/or video recording devices (including but not limited to tape recorders, video cameras computers with recording capabilities and picture phones) are prohibited. 2 5. If the visitor is an independent educational evaluator or a qualified PROCEDURES FOR IMPLEMENTING BOARD POLICY: VISITORS Section A - Visitor Access to Classrooms and Personnel (Continued) professional retained by or on behalf of a parent or child, he or she will be afforded reasonable access as described above for the purpose of conducting an evaluation of the child, the child’s performance, the child’s current educational program, placement, services, or environment, or any educational program, placement, services, or environment proposed for the child, including interviews of educational personnel child observations, assessments, tests, or assessments of the child’s educational program, services, or placement or of any educational program proposed by the IEP team, services, or placement. Reasonable testing or assessment materials may be bought onto school grounds and used by the independent educational evaluator or qualified professional during the evaluation. Audio and/or video recording devices (including but not limited to tape recorders, video cameras computers with recording capabilities, and picture phones) are prohibited, unless deemed necessary and appropriate by the student’s IEP team. If one (1) or more interviews of school personnel are part of the evaluation, the interviews must be conducted at a mutually agreed upon time, date, and place that do not interfere with the school employee’s school duties. An interview with a staff member as part of an evaluation will be limited to a total of one (1) hour, unless a longer duration of time is necessary as determined by the student’s IEP team. The building principal or designee may limit interviews to personnel having information relevant to the child’s current educational services, program, or placement or to a proposed educational service, program, or placement. 6. If the visitor violates a school policy or procedure or interferes with a school activity or duties of school personnel, the Building Principal or other designated Administrator may direct the visitor’s removal from school grounds 3 PROCEDURES FOR IMPLEMENTING BOARD POLICY: VISITORS Section A - Visitor Access to Classrooms and Personnel (Continued) 7. Prior to visiting a school, school building, or school facility for observational purposes, a visitor must complete, Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes. This form serves to: a. Inform the Building Principal or designee in writing of the proposed visit(s), the purpose, and the duration, and b. Identify requested dates/times for the visit(s) to facilitate scheduling. 8. The student’s parent/guardian must consent in writing to the student being interviewed by the named evaluator as part of a visit. The parent/guardian will grant this consent by completing the Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes form contained in these procedures. 9. The student’s parent/guardian or the student, if he or she is over the age of 18 must execute an Authorization to Release Student Record Information before an independent educational evaluator or a qualified professional retained by or on behalf of a parent/ guardian or child will be given access to student school records or to personnel who would likely release such records during discussions about the student. If a student is over the age of 12 and the records contain mental health and/or development disability information the student must also be requested to sign the Authorization to Release information before any observation by or disclosure of school student records or information to a visitor. 10. The visitor must acknowledge, before the visit that he or she is obligated to honor all students’ confidentiality rights and refrain from any disclosure of information. The visitor will provide this 4 PROCEDURES FOR IMPLEMENTING BOARD POLICY: VISITORS 5015 Section A - Visitor Access to Classrooms and Personnel (Continued) acknowledgement and agreement by completing the Request to Access Classroom(s) or Personnel for Special Education Evaluation and/or Observation Purposes contained in these procedures. 11. The building principal or designee will attempt to arrange the visit(s) at times that are mutually agreeable. The building principal or designee will accompany any visitor for the duration of the visit, including during any interviews of staff ---------------------------------------- ## Board Operating Procedures - Canonical URL: https://www.k12policies.com/policy/e1 - Jurisdiction: Eanes Independent School District (TX) - Level: district - Sector: public - Category: operations - Year: 2024 - Source PDF: https://resources.finalsite.net/images/v1747319854/eanesisdnet/zi7uvdghei3rn6xkbfxp/BoardOperatingProcedures.pdf ### TL;DR These procedures outline how the Eanes Independent School District Board of Trustees operates, focusing on agenda development, meeting conduct, and public participation. It clarifies roles, meeting types, and communication protocols for effective governance. ### Purpose The purpose of these Board Operating Procedures is to standardize and clarify how Eanes ISD Board meetings are planned, conducted, and how the public can participate. They ensure compliance with legal requirements and promote transparent and efficient decision-making. ### Key provisions - The Superintendent develops an annual Board Calendar and preliminary agendas for Board Meetings, Special Meetings, and Study Sessions, requiring approval by the Executive Committee (Board President, Vice President, and Secretary). - Any two Trustees can request an agenda item, with its inclusion date at the discretion of the Superintendent and Executive Committee, and Trustees will be notified within two weeks of such requests. - Board members must receive meeting notifications and supporting information at least 72 hours prior for Regular/Special meetings (1 hour for Emergency meetings), and any agenda-related questions should be directed to the Superintendent (copied to Board President). - A consent agenda for routine items is determined by the Executive Committee, and any Board member can request an item be pulled for individual discussion. - Regular Board Meetings are held monthly (except July), and a quorum (majority) of Board members must be present to conduct business. - Closed sessions, as allowed by the Texas Open Meetings Act, must be identified on the agenda and publicly announced before convening, with all final actions taken in open meeting. - The Superintendent attends all meetings unless the Board is discussing their contract, evaluation, or performance, or resolving conflicts between Board members. - The public can participate during the Open Forum at all Board Meetings, typically with a three-minute speaking limit, which the Presiding Officer can adjust for effective management. - Board members will not respond directly to public comments during the meeting, but may ask clarifying questions of speakers or the Superintendent; discussions of non-agenda items are not permitted. - Meetings are guided by Board Policy and Robert's Rules of Order, with the Board President acting as Presiding Officer, and each Board member is expected to vote on all action items unless there's an absence or conflict. - Board members are prohibited from communicating electronically (e.g., email, text) during Board Meetings unless it's an emergency or family matter, though electronic devices for resource access are encouraged. - Grievance hearings follow administrative resolution processes, with unresolved issues potentially appealed to the Board, which generally defers to Administration's judgment unless findings are contrary to law/policy or lack substantial evidence. - Board Study Sessions are scheduled monthly to allow for in-depth discussion of time-sensitive, discussion-intensive, legally required, or operationally necessary matters before requested action by the Board. ### Who it applies to Eanes Independent School District Board of Trustees, Superintendent, District Staff, and the public ### Full text Eanes Independent School District Board Operating Procedures Note: In the event there is any conflict between Eanes ISO Board Policy and these procedures, Board Policy shall prevail. MEETINGS OF THE BOARD 1. Developing Board Meeting Agendas a. Board Calendar i. The Superintendent will develop a Board Calendar annually that will include regular Board Meetings and Study Sessions. This calendar will include those agenda items that are of a cyclical and/or recurring nature. ii. The Board Calendar and meeting agendas will be made available to the Board and the public via appropriate communication methods and posted in accordance with Board policy. b. Agendas i. A preliminary agenda for monthly Board Meetings, Special Meetings, and Study Sessions will be prepared by the Superintendent for approval by the Executive Committee of the Board. The Executive Committee shall consist of the Board President, Vice President, and Secretary. ii. Items for agenda not on the preliminary agenda can be added. For instance, items discussed at previous Board Meetings which are proposed for inclusion at a future meeting will be included on the agenda when appropriate. iii. Any two Trustees may submit a request to the Superintendent, Board President, or member of the Executive Committee for an item to be placed on the agenda for a future meeting. (See BE (Local)). The date of the inclusion of the item is at the discretion of the Superintendent and Executive Committee. Trustees will be notified within two weeks of each request submitted. The notification will include the names of the trustees making the requests. Language noted with an asterisk (*) is a complete or substantial reproduction of provisions in the relevant policy. Eanes Board Operating Procedures - Board Approval May 5, 2026 c. Timely Notification and Supporting Information i. Unless there are emergency circumstances, Board Members shall be notified of a meeting at least 72 hours prior to a Special Board Meeting, and at least one hour prior to an Emergency Board Meeting. ii. All reasonable attempts will be made to provide Board Members with supporting information at least 72 hours prior to a Regular or Special Board Meeting or a Study Session, and at least one hour prior to an Emergency Board meeting. If more time is needed by staff to prepare supporting information prior to a Meeting, the Board shall be notified about when the information will be available. iii. Questions regarding agenda items or requests for supporting documents should be directed only to the Superintendent (copying the Board President) prior to the meeting. d. Consent Agenda i. The consent agenda shall include items of a routine and/or recurring nature, grouped together under one action item. (See BE (Local)). ii. The Executive Committee shall determine which items qualify for inclusion in the consent agenda. (See BE (Local)). iii. Any Board Member may request that any item on the consent agenda be pulled for individual discussion and consideration. (See BE (Local)). 2. Conducting Board Meetings a. Meetings i. Regular Board Meetings will be held monthly except for the month of July and the date, time, and location of each regular Board meeting shall be posted on the District's website. (See BE (Local)). b. Quorum i. Any time a majority of the Board Members are gathered to discuss District business, it is considered a meeting, and must be posted as such according to Board policy and the Texas Open Meetings Act. ii. Unless a quorum (majority of the Board Members) is established, no business of the Board can be conducted. Language noted with an asterisk (*) is a complete or substantial reproduction of provisions in the relevant policy. Eanes Board Operating Procedures - Board Approval May 5, 2026 2 c. Closed Session i. The Board may elect to meet in closed session as provided for in the Texas Open Meetings Act, Government Code, Chapter 551, Subchapters D and E. (See BEC (Legal)). The Board President will determine when a closed session is required pursuant to the above- referenced laws. ii. In accordance with legal requirements, the posted agenda shall identify the section or sections of the Act authorizing the closed session and the general topics or subjects to be discussed. iii. Before any closed session is convened, the presiding officer will publicly identify such section or sections and such topics and subjects. (See BEC (Legal)). iv. All final votes, actions, or decisions regarding closed session action items will be taken in an open meeting. (See BEC (Legal)). d. Participation of Superintendent i. The Superintendent shall attend all meetings of the Board, both public and closed, except when the Board is considering the Superintendent's contract, evaluation, or performance; or is resolving conflicts between individual Board Members. ii. In the event of the Superintendent's illness or Board approved absence, the Superintendent's designee shall attend such meetings. e. Public Participation/Open Forum i. At all Board Meetings, the public may address the Board during the Open Forum portion of the meeting. Open Forum shall occur before any discussion and/or action portions of meetings. ii. Each speaker will be allocated three minutes, unless this time has been increased or decreased by the Presiding Officer in accordance with Board Policy. (See BED (Local)). iii. When necessary for effective meeting management or to accommodate large numbers of individuals wishing to address the Board (twenty (20) or more persons), the Presiding Officer may make adjustments to public comment procedures, including adjusting when Open Forum will occur during the meeting, reordering agenda items, Language noted with an asterisk (*) is a complete or substantial reproduction of provisions in the relevant policy. Eanes Board Operating Procedures - Board Approval May 5, 2026 3 continuing agenda items to a later meeting, providing expanded opportunity for Open Forum, or establishing an overall time limit for public comment and adjusting the time allotted to each speaker. However, no individual shall be given less than one minute to make comments. (See BED (Local)). iv. Speakers with specific complaints may be referred to the administrative resolution processes established in Board Policy. See BED (Local)). v. Public participation at a Board meeting is limited to the public comment portion of the meeting designated for that purpose. At all other times during a Board meeting, the public shall not enter into discussion or debate on matters being considered by the Board, unless requested by the Presiding Officer. (See BED (Local)). Comments or questions on topics not on the agenda may be referred to the Superintendent for consideration and response at a later date, if appropriate. vi. The presiding officer may terminate the time of any speaker who does not adhere to the established rules. vii. The Board shall not tolerate disruption of the meeting by members of the public. If, after at least one warning from the presiding officer, any person disrupts the meeting by his or her words or actions, the presiding officer may request assistance from law enforcement officials to have the disruptive person removed from the meeting. (See BED (Local)). f. Response to Public Comments i. Board Members will carefully consider comments made during the Open Forum. ii. Board Members will not respond to or enter into discussions with the speakers or any audience members during the meeting. Items on the agenda will be discussed as appropriate and scheduled on the agenda. Discussions of items not on the agenda are not legally permitted; however, specific factual information or recitation of existing policy may be furnished in response to inquiries. (See BED (Local)). iii. Board Members, after being recognized by the Presiding Officer, may Language noted ---------------------------------------- ## R 5114 Code of Conduct Appendix - Canonical URL: https://www.k12policies.com/policy/w1 - Jurisdiction: Westport Public Schools (CT) - Level: district - Sector: public - Category: conduct - Year: 2024 - Source PDF: https://resources.finalsite.net/images/v1726848234/westport/i5az2qjppsfon1khojmc/5114AppendixCodeofConductFINAL5-16-24.pdf ### TL;DR This policy appendix outlines the Westport Board of Education's Code of Conduct, emphasizing respect, clear behavioral expectations, and consistent, fair, and unbiased disciplinary practices. It details procedures for removal, suspension, and expulsion, while also promoting restorative practices to teach positive behavior and address misconduct. ### Purpose The purpose of this Code of Conduct is to inform staff, students, and families about prohibited conduct and the rationale behind the District’s disciplinary approach. It aims to maintain a safe and healthy learning environment by setting clear expectations and ensuring fair, consistent, and unbiased discipline. ### Key provisions - Promotes a school environment that fosters respect for self, others, and property. - Establishes clear expectations for maintaining discipline and reducing educational disruptions. - Outlines procedures for student removal from class for serious disruptions. - Details conditions for in-school (ISS) and out-of-school suspension (OSS), including notification requirements for parents/guardians. - References Board Policy 5114 for comprehensive details on disciplinary obligations, procedures, and expulsions. - Emphasizes the use of learning opportunities and restorative practices to address student behavior, focusing on accountability, relationship repair, and reintegration. - Describes a multi-stage process for addressing misconduct: Leading with Safety, Investigate, Address, and Restore. - Commits to providing high levels of support and establishing clear expectations for student behavior. ### Who it applies to Students, staff members, and families of the Westport Public Schools ### Full text 1 R 5114 APPENDIX Code of Conduct Introduction It is the policy of the Westport Board of Education (the “Board”) to create a school environment that promotes respect of self, others, and property within the Westport Public Schools (the “District”). As part of its educational mission, the District engages in a variety of strategies to teach students about conduct that is acceptable, and unacceptable, and dedicates significant energy to both prevention and response. In establishing a Code of Conduct, the District has set clear expectations for maintaining discipline and reducing interference with the educational process that can result from misconduct. The District promotes the use of consistent discipline practices, within and across schools, while also promoting consideration of individual circumstances related to each disciplinary matter. The purpose of this Code of Conduct is to provide staff members, students, and families with notice of the types of conduct that are prohibited and the guidelines and rationale underlying the District’s approach to discipline. The District’s priority is to maintain a safe and healthy learning environment for all its students and staff. The District is also committed to ensuring that discipline is fair, consistent and free of bias for students. However, the Code of Conduct cannot possibly address all disciplinary situations or scenarios that may arise, nor can it take into account all relevant factors that may inform disciplinary steps to be taken. As such, the Code of Conduct is in no way intended to be a prescriptive manual for addressing student discipline, and school officials will take into consideration the particular circumstances and behaviors at issue before determining whether and what discipline is appropriate. For example, the District may consider factors including, but not limited to, the severity, frequency, and context of the conduct; whether it is the student’s first or subsequent incident; whether the behavior violates more than one category of prohibited conduct; and/or whether similar behavior has been addressed with the student previously. The District reserves the right to address disciplinary matters as they arise using the professional judgment and expertise of its staff and in collaboration with families and outside agencies as necessary. Legal and Policy Framework The District's approach to discipline is grounded in Board Policy 5114, Student Discipline and that policy should be referenced for a full review of the Board’s disciplinary obligations and procedures, many of which are grounded in statute, including but not limited to the standards for addressing on-campus vs. off- campus behavior and implementing removal, in-school suspension (ISS), out-of-school suspension (OSS), and discretionary and mandatory expulsion. While Policy 5114 should be consulted for a full explanation of these terms and procedures, a brief summary of key concepts is included for ease of reference and understanding: 2 Standard Procedure Notice to Parents/Guardians Removal A student may be removed from When a student is The parent or guardian of a class by a teacher or administrator removed by a teacher, minor student are notified if the student deliberately causes a the teacher must send of removal within twenty- serious disruption of the the student to a four (24) hours of the educational process. designated area and removal. notify the responsible administrator or the administrator’s designee at once. Suspension ● For conduct on school grounds, on school transportation, or at any school-sponsored (up to 10 activity, a student can be suspended if their conduct (1) violates a publicized policy of school days) the Board, or (2) is seriously disruptive of the educational process, or (3) endangers persons or property. ● For conduct off school grounds, a student can be suspended if such conduct violates a publicized policy of the Board and is seriously disruptive of the educational process. 1 ISS A suspension shall be an in-school Prior to suspension, In all cases, the parent or suspension unless specific unless an emergency guardian of a minor student conditions are met. exists, a student shall be is notified of suspension OSS A suspension may be out-of- informed of the alleged within twenty-four (24) school if the administration misconduct and given hours of the suspension. determines that the student poses an opportunity to However, the district shall (1) such a danger to persons or respond. make reasonable attempts property or (2) such a disruption to provide such notification of the educational process that the immediately upon student should be excluded from suspension. school. The administration may also determine OSS is appropriate based on (1) the student’s previous disciplinary suspensions or expulsions, and (2) previous efforts to address the student’s disciplinary problems through means other than OSS or expulsion. Expulsion For the standards, procedures, and notifications required for expulsion, including discretionary and mandatory expulsions, please see Board Policy 5114. Learning Opportunities and Restorative Practices 1 Although there is no precise definition of what constitutes conduct that is “seriously disruptive of the educational process”, state law and Board policy direct that the district consider a variety of factors, which may include but are not limited to (1) whether the incident occurred within close proximity of a school; (2) whether other students from the school were involved or whether there was any gang involvement; (3) whether the conduct involved violence, threats of violence, or the unlawful use of a weapon, and whether any injuries occurred; (4) whether the conduct involved the use of alcohol; and (5) whether the off campus involved the illegal use of drugs. 3 The District’s approach to addressing student behavior is based on our deep commitment to building and maintaining a positive school environment to foster and provide a sense of belonging and school community for all students. Where appropriate, the District implements strategies that teach, encourage, and reinforce positive student behavior that do not require engagement with the discipline system and/or that are utilized in conjunction with the discipline system. When misconduct occurs, the District also offers learning opportunities so that students can learn from their mistakes and employs restorative practices to repair relationships and the community when student behavior interferes with the safe, orderly, and respectful environment we maintain. State law recognizes restorative practices as “evidence and research-based system level practices that focus on: (A) building high-quality, constructive relationships among the school community, (B) holding each student accountable for any challenging behavior and (C) ensuring each student has a role in repairing relationships and reintegrating into the school community.” Public Act 23-167, Section 47. In Westport, this means holding students to high levels of accountability and ensuring there are consequences for behavior that does not meet the District’s standards, while at the same time, providing high levels of support and intervention to assist our students in reaching our standards. The following graphic, developed by Costello, Wachtel, and Wachtel (2019) shows the continuum of support (encouragement, nurture) and accountability (limit-setting, discipline) that contribute to a restorative environment (e.g. a school culture and environment that has high degrees of limit-setting and discipline and high levels of encouragement and nurturing for students to be successful). Costello, Bob, et al. The Restorative Practices Handbook: For Teachers, Disciplinarians and Administrators. International Institute for Restorative Practices, 2019. Establishing High Levels of Support As part of the District’s commitment to establi ---------------------------------------- ## Use of School Facilities - Canonical URL: https://www.k12policies.com/policy/w2 - Jurisdiction: Westport Public Schools (CT) - Level: district - Sector: public - Category: operations - Year: 2012 - Source PDF: https://www.westportps.org/uploaded/site_files/www/hidden/Facil_Use_Policy_Rev_and_apprved_BOE_12-6-12_a.pdf ### TL;DR This policy outlines the rules and priorities for using school facilities in Westport. It covers who can use facilities, how to apply, different usage types, fee structures for various groups, and general restrictions and behavioral procedures. ### Purpose The purpose of this policy is to establish a clear and organized system for the use of school facilities by both school-related and external organizations. It aims to ensure that school programs have first priority while also providing community access, outlining application requirements, and setting forth conditions and restrictions to protect school property and maintain order. ### Key provisions - Prioritization of facility use: Public school programs have first priority, followed by Westport Continuing Education, Westport Department of Parks and Recreation, school-related organizations, and then other community groups. - Application and approval process: All external users must obtain written permission and file a complete application, with specific insurance requirements for non-BOE covered groups. - Categorization of users and fees: Users are classified into categories (I-IV, plus 'Other') which determine rental fees, ranging from no rent for standard use by school-related groups to double basic rent for some non-Westport non-profits. - Distinction between 'Standard Use' and 'Major Use': 'Major Use' incurs a surcharge and is defined by characteristics like significant wear and tear, fundraising activities, or large attendance. - Restrictions and conditions of use: Prohibits illegal activities, use by individuals or commercial entities, tobacco/alcohol/unauthorized substances, and outlines various behavioral and structural regulations. - Requirement for adult supervision and adherence to all administrative regulations: Emphasizes the need for appropriate adult supervision during activities and compliance with all rules to avoid revocation of privileges. ### Who it applies to Westport public school programs, Westport Continuing Education, Westport Department of Parks and Recreation, school-related organizations (PTA, booster clubs), Westport-based non-profit groups, other community organizations, and individuals using school facilities. ### Full text USE OF SCHOOL FACILITIES POLICY A. AUTHORIZED USERS/ORDER OF PRIORITY 1. The public school program has first priority in the use of all school facilities. 2. The Westport Continuing Education (WCE) program (including Adult Education and Summer School) has next priority after the regular program. 3. The Westport Department of Parks and Recreation (DPR) has third priority for use of school facilities. 4. Activities of school-related organizations, e.g., PTA, booster clubs and parent support groups shall have fourth priority for use of school facilities. 5. When not being used by the above groups, school facilities may be made available to other users, limited to agencies of the town of Westport, and Westport-based, private non-profit groups, at least 50% of whose membership and/or participants must be Westport residents, for uses not directly competitive with school-sponsored activities, e.g., adult education, summer school, etc. 6. Use by the media or individual photographers, filmmakers, etc., wishing to photograph, televise or film school facilities or activities, is governed by the media access policy. B. REQUIREMENTS AND APPLICATION PROCEDURES 1. Written permission from the Superintendent or designee is required for all outsiders’ use of buildings and equipment, use of grounds for any purpose involving 25 or more people (including participants and spectators), or use of parking lots on a weekend or after school hours by Westport residents for guest parking for a wedding or other private (non-commercial) event. Non- compliance with this stipulation will constitute trespassing. 2. Applicants shall file a complete application with the facilities manager in the maintenance office. 3. All users not covered by the Westport Town/Board of Education insurance policy must provide a liability insurance certificate of no less than $5 million, naming the Westport Board of Education/Town of Westport as additional named insureds. Insurance limits will be reviewed and updated periodically by the assistant superintendent for business 4. Police and/or fire department protection may be required at the users’ expense. This condition is to be determined by the facilities manager in consultation with the relevant departments. C. USAGE TYPES: Standard Use is defined as routine meetings, programs, classes, etc. Major Use, which requires a surcharge, is defined as having one or more of the following characteristics: • Creates significant wear and tear. • Funds are raised through admission charges (including “voluntary” contributions), sale of merchandise, raffles, door prizes, etc. 1 H: Policy: Facil use Approved 4-12-04; revised 12-8-05, Revised Approved BOE 12-3-12 • Event uses vendors’ or exhibitors’ booths. • Event uses the Staples field house. • Event at any school requires two major facilities: (gym, cafeteria, auditorium). Ten or more classrooms = major facility. • Event involves more than 500 participants or attendees. D. CLASSIFICATION OF GROUPS FOR PAYMENT OF FEES AND RENT: (Identified groups are examples; groups not listed will be classified by Superintendent or designee). CATEGORY I USERS: NO RENT FOR STANDARD USE* a) School-Related: E.g., student organizations, PTAs, parent support groups affiliated with school teams, clubs, etc., recognized parent advocate groups such as CLASP, etc. b) Town Groups: Town boards, commissions, and committees; DPR, Senior Center, Health District, Library, Transit District, Levitt Pavilion, First Night, etc. c) Youth-Serving: Westport-based non-profit youth-serving groups, such as: Boy & Girl Scouts, Little League, PAL, Babe Ruth League, Westport Soccer Association d) Grandfathered Groups: Power Squadron, Red Cross, Westport Arts Center. e) Others: Superintendent or designee may waive or reduce fees for state/national professional or educational organizations; or for other groups serving the public interest; or for elected officials holding public meetings. * (When a Category I group makes major use of facilities for fund-raising programs involving commercial, entrepreneurial, profit-making organizations or activities, superintendent or designee may require basic rental fees.) CATEGORY II USERS: BASIC RENT: Westport-based Community Groups. a) Westport agencies supported by the United Way, and non-profit service organizations that serve Westport , e.g., Rotary, Kiwanis, Masons, Westport Woman’s Club, Westport Young Women’s League, Veterans’ groups, Nursing and Home Care, etc. b) Westport political, religious and ecumenical groups. (Depending on the nature of the activity, e.g., summer camps or on-going programs for which fees are charged, these groups may be classified as Category III for fee purposes.) c) Westport YMCA: for use of pool only, with special financial arrangements. CATEGORY III USERS: BASIC RENT DOUBLED: Westport-based Private, Non-profit, Educational, Recreational, Cultural, Social or Athletic Groups. Category III includes private schools, private nursery schools, dance academies, drama groups, music groups, children’s activity programs, etc., at least 50% of whose members or participants are Westport residents. CATEGORY IV USERS: Non-Westport-based Private, Non-profit, Educational, Recreational, Cultural, Social or Athletic Groups. Category IV includes private schools, private nursery schools, dance academies, drama groups, music groups, children’s activity programs, etc., at least 50% of whose members or participants are not Westport residents. OTHER USERS: Under unusual circumstances, the Superintendent may permit one-time or occasional use of facilities to educational, civic, cultural, etc., organizations from neighboring towns, etc.; the Superintendent shall judge each request individually and determine rental category. 2 H: Policy: Facil use Approved 4-12-04; revised 12-8-05, Revised Approved BOE 12-3-12 ALL CATEGORIES: Must pay custodial, kitchen workers’ and other applicable fees, including fees for covering the gym and field house floors if necessary. All groups pay surcharge for major use. Superintendent may reduce surcharge by 50% for Categories I and II if event is a fund raiser benefiting the Westport schools or the public, or when the event itself is a public service. SPECIAL CONDITIONS: Regardless of user’s category, the Superintendent (or designee) may impose special conditions or may deny permission when it is judged that the requested use may produce undue wear and tear on facilities, would cause disruption to the regular school program, be detrimental to the public image of the school system, impact negatively on the scheduled maintenance or cleaning of the schools or otherwise not be in the interest of the school system or the Town. E. RESTRICTIONS ON USE OF SCHOOL FACILITIES 1. Illegal Activities Will Not Be Tolerated 2. School facilities may not be rented by individuals, businesses or trade organizations or used for private purposes. 3. No school facility may be used by individual entrepreneurs, either Westport Board of Education employees or others, to give private instruction for a fee to individuals or groups. 4. School facilities may not be used for the promotion of any commercial interest or private or corporate gain except in conjunction with a fund-raising activity by a permitted, non-profit user. In such cases, regardless of category, users may be required to make a donation to the student activity fund of the school of a minimum of $1,000 in addition to paying custodial costs and applicable rental fees. The decision about whether to require a donation, and the amount of the donation, will be made by the Superintendent or designee, in consultation with the sponsor of the program. 5. Use or possession of tobacco, alcoholic beverages or unauthorized controlled substances shall not be permitted on school property. 6. Advertising, decorations or other ---------------------------------------- ## Policy 2160 Board Member, School District Officers & Employee Code of Ethics - Canonical URL: https://www.k12policies.com/policy/sy1 - Jurisdiction: Syosset Central School District (NY) - Level: district - Sector: public - Category: personnel - Year: 2020 - Source PDF: https://resources.finalsite.net/images/v1733913937/syossetk12nyus/l5iqlufiucbvqlhv6u2m/Policy_2160_Board_Member_Sch_Dist_Officers__Employee_Code_of_Ethics_Adopted_121420.pdf ### TL;DR This policy establishes a code of ethics for all school district Board members, officers, and employees to ensure integrity and public confidence. It outlines prohibitions against conflicts of interest, restrictions on gifts, and guidelines for handling confidential information and district resources. ### Purpose The policy aims to prevent conflicts of interest and uphold ethical standards among all individuals associated with the school district. By doing so, it seeks to increase effectiveness, promote public confidence, and further the attainment of district goals. ### Key provisions - Prohibits Board members, officers, and employees from having a personal interest (direct or indirect benefit) in contracts with the School District exceeding $750, including those involving firms, corporations, or immediate family members. - Restricts soliciting or accepting gifts valued at $75 or more that could influence official duties, while allowing sentimental gifts from children and letters of appreciation. - Forbids the disclosure of confidential information obtained through official duties or information discussed in executive sessions, and prohibits using such information for personal gain. - Requires public disclosure of any known interest by Board members, officers, or employees and their spouses in actual or proposed contracts with the School District, to be made in writing and part of the official record. - Outlines prohibitions against investments that create conflicts with official duties, participation in federally funded contracts with a personal interest, and engaging in private employment that conflicts with official duties. - Provides guidelines for involvement with charitable organizations, requiring disclosure of relationships and recusal from relevant discussions/votes. - Prohibits unauthorized removal or use of school district supplies, materials, equipment, and other property. - Forbids the use of one's position to promote religious beliefs. - Prohibits district staff from providing paid remedial tutoring to students for whom they have in-school instructional responsibility. ### Who it applies to School board members, school district officers, and school district employees (paid or unpaid) ### Full text SYOSSET CENTRAL SCHOOL DISTRICT BOARD MEMBER, SCHOOL DISTRICT OFFICERS AND EMPLOYEE CODE OF ETHICS Policy 2160 The Board of Education is committed to avoiding any situation in which the existence of conflicting interests of any Board member, officer or employee may call into question the integrity of the management or operation of the school district. The Board of Education recognizes that sound, ethical standards of conduct serve to increase the effectiveness of district officers and staff as educators and public employees in the community. Adherence to a code of ethics promotes public confidence in the schools and furthers the attainment of district goals. The Board of Education also recognizes its obligation to adopt a code of ethics setting forth the standards of conduct required of all Board members, district officers, and employees under the provisions of the General Municipal Law. Therefore, every Board of Education member, officer and employee of the School District, whether paid or unpaid, shall adhere to the following code of ethics. Statutory Conflicts of Interest It is a conflict of interest for a Board of Education member, officer or employee of the School District to benefit personally from contracts made in their official capacity. • “Contract” is defined broadly to include any claim, account or demand against or agreement (express or implied) with the School District which exceeds the sum of $750.00 in any fiscal year. • An “interest” is defined as a direct or indirect pecuniary or material benefit accruing to an officer or employee of the School District as the result of a contract with the School District. No Board of Education member, officer or employee of the School District shall have an “interest” (i.e., receive a direct or indirect benefit as the result of a contract with the district) in: 1. a firm, partnership or association in which he/she is a member or employee; 2. a corporation in which he/she is an officer, director or employee; 3. a corporation in which he/she, directly or indirectly, owns or controls five percent (5%) or more of the stock; 4. a contract between the School District and his/her spouse, minor child or dependents, except for an employment contract. Code of Ethics 1. Gifts: A Board of Education member, officer or employee of the School District shall not directly or indirectly solicit any gift or accept or receive any gift having a value of $75 or more from any group, entity, or individual whether in the form of money, services, loan, travel, entertainment, hospitality, thing or promise, or any other form, under circumstances in which it could reasonably be inferred that the gift was intended to influence him or her in the performance of his or her official duties, could reasonably be Page 1 of 4 SYOSSET CENTRAL SCHOOL DISTRICT BOARD MEMBER, SCHOOL DISTRICT OFFICERS AND EMPLOYEE CODE OF ETHICS Policy 2160 expected to influence him or her in the performance of official duties, or was intended as a reward for any official action on his or her part. However, the Board of Education welcomes and encourages the writing of letters or notes expressing gratitude or appreciation to staff members. Gifts from children that are principally sentimental in nature or of insignificant financial value may be accepted in the spirit in which they are given. 2. Confidential Information: A Board of Education member, officer or employee of the School District shall not disclose confidential information acquired by him or her in the course of his or her official duties or use such information to further his or her interest. In addition, he/she shall not disclose information regarding any matters discussed in an executive session of the Board of Education or Audit Committee whether such information is deemed confidential or not. All discussions held in a properly convened executive session shall be deemed confidential and may not be disclosed unless the majority of Board of Education members deems disclosure to be appropriate. 3. Representation before the Board of Education or School District: A Board of Education member, officer or employee of the School District shall not receive or enter into any agreement, express or implied, for compensation for services to be rendered in relation to any matter before the School District. 4. Disclosure of interest in matters before the Board of Education: A Board of Education member, officer or employee of the School District, whether paid or unpaid, must, to the extent that he or she knows of, publicly disclose the nature and extent of any interest they or their spouse have, will have or later acquire in any actual or proposed contract, purchase agreement, lease agreement or other agreement involving the School District (including oral agreements), to the governing body and his/her immediate supervisor (where applicable) even if it is not a prohibited interest under applicable law. Such disclosure must be in writing and made part of the official record of the School District. Disclosure is not required in the case of an interest that is exempted under §803(2) of the General Municipal Law. The term “interest” is defined above. 5. Investments in conflict with official duties: A Board of Education member, officer or employee of the School District shall not invest or hold any investment directly in any financial, business, commercial or other private transaction that creates a conflict with his or her official duties. 6. Contracts supported by a Federal award: No Board of Education member, officer, employee or agent of the School District may participate in the selection, award or administration of a contract supported by a federal award if he or she has an interest in in the contract. Interest for the purposes of contracts supported by federal awards shall mean where the Board of Education member, officer or employee of the School District, any member of his/her immediate family, his/her partner, or an organization which Page 2 of 4 SYOSSET CENTRAL SCHOOL DISTRICT BOARD MEMBER, SCHOOL DISTRICT OFFICERS AND EMPLOYEE CODE OF ETHICS Policy 2160 employs or is about to employ an immediate family member, has a financial or other interest in or a tangible personal benefit from a firm considered for a contract. No Board of Education member, officer or employee of the School District may solicit or accept gratuities, favors or anything of monetary value from contractors or subcontractors. 7. Private Employment: A Board of Education member, officer or employee of the School District shall not engage in, solicit, negotiate for or promise to accept private employment when that employment or service creates a conflict with or impairs the proper discharge of his or her official duties. 8. Involvement with Charitable Organizations: A Board of Education member, officer or employee of the School District may be involved as a volunteer, officer or employee in a charitable organization which has a relationship with the School District. If a Board member is a board member, officer or employee of the charitable organization, the Board of Education member must disclose such relationship in writing to the School District, and the Board of Education member must recuse himself or herself from any discussions or votes relating to the charitable organization which may come before the Board of Education. When participating in the activities of the charitable organization, the Board of Education member, officer or employee of the School District shall not disclose any confidential information learned in the course of his or her official duties or use such information to further personal interests. Additionally, the Board of Education member, officer or employee of the School District shall not make representations on behalf of the district unless specifically authorized to do so by the Board of Education. 9. Use o ---------------------------------------- ## Policy 5300 Code of Conduct - Canonical URL: https://www.k12policies.com/policy/sy2 - Jurisdiction: Syosset Central School District (NY) - Level: district - Sector: public - Category: conduct - Year: 2025 - Source PDF: https://resources.finalsite.net/images/v1758036256/syossetk12nyus/t5hcddu2swxipcadhttg/Policy_5300_Code_of_Conduct_Adopted_91525.pdf ### TL;DR This policy outlines the code of conduct for the Syosset Central School District, emphasizing a safe, supportive, and respectful learning environment. It details student rights and responsibilities, prohibited behaviors, disciplinary procedures, and the roles of all stakeholders in maintaining positive school culture. ### Purpose The policy aims to foster a safe, civil, caring, and supportive learning environment by setting clear expectations for conduct for all students, staff, parents, and visitors. It is based on laws ensuring educational access and protecting due process, while balancing individual rights with civic obligations. ### Key provisions - Establishes a comprehensive code of character, conduct, and support for the school district. - Outlines specific rights for students, including equal participation, respectful treatment, and freedom of expression (within limits). - Details student responsibilities such as maintaining a safe environment, showing respect, and adhering to school policies. - Defines the roles and expectations of all 'essential partners' (students, staff, parents, community) in upholding the code. - Incorporates the Dignity for All Students Act to ensure an educational environment free from discrimination, bullying, and harassment. ### Who it applies to Students, teachers, all school district personnel, parents, and visitors ### Full text SYOSSET CENTRAL SCHOOL DISTRICT DISTRICT CODE OF CHARACTER, CONDUCT AND SUPPORT Policy 5300 TABLE OF CONTENTS Introduction Student Rights and Responsibilities Essential Partners Student Dress Code Prohibited Student Conduct Expectations for Student Participation in Interscholastic Athletics and Extra-Curricular Activities Reporting Violations Disciplinary Penalties, Procedures and Referrals Alternative Instruction Discipline of Students with Disabilities Corporal Punishment Student Searches and Interrogations Visitors to Schools Public Conduct on School Property Notices Dissemination and Review Definitions SYOSSET CENTRAL SCHOOL DISTRICT DISTRICT CODE OF CHARACTER, CONDUCT AND SUPPORT Policy 5300 Introduction The Board of Education is committed to providing a safe and supportive school environment where all individuals are treated with respect and students may receive and School District personnel may deliver quality educational services without disruption or interference. Responsible behavior by students, teachers, other School District personnel, parents and visitors is essential to achieving this goal. The goal of the Code of Character, Conduct and Support (hereinafter “Code of Character, Conduct and Support” or “Code”) is to ensure each student’s right to an education in a safe, civil, caring, and supportive learning environment. It is based upon the laws, regulations, and policies that create access to education for all while protecting the due process rights of the individual. The Code recognizes that schools are public places that must balance individual rights with civic obligations and the responsibilities that make it possible to live in a free, open and democratic society. The Code of Character, Conduct and Support serves as a guide to good conduct and provides the tools for helping students to understand and appreciate the norms of behavior within the school culture. Effective and engaging instruction and positive behavioral support are the foundations of a positive school climate. School teachers, administrators, and other staff are encouraged to set high expectations for student success, build positive relationships with students, as well as teach and model appropriate behaviors for success. Modeling respectful, positive behavior is especially critical during disciplinary interventions. All adults—teachers, principals, administrators, school staff, parents, and the larger community—have an obligation to help students become individuals who lead productive lives by modeling positive behaviors and cultivating those behaviors in students. Student discipline and support policies and practices will be implemented in a manner which is fair and equitable, respectful, and based on trust among administration, staff, students, and families. In addition, student discipline and support policies and practices will hold all individuals accountable and, wherever possible, be restorative and solutions based. This will help students: • Learn from their mistakes; • Understand why their behavior was unacceptable; • Acknowledge the harm they caused or the negative impact of their actions; • Understand what they could have done differently; • Take responsibility for their actions; • Learn strategies that promote positive interactions; and • Understand that further consequences and/or interventions will be implemented if their unacceptable behavior persists. Page 1 of 57 SYOSSET CENTRAL SCHOOL DISTRICT DISTRICT CODE OF CHARACTER, CONDUCT AND SUPPORT Policy 5300 Core Principles That Guide Character, Conduct and Support The following principles form the foundation for creating safe, civil, caring, supportive and accomplished learning environments. • The School District’s social and emotional learning vision aims to create collaborative school environments built on positive and supportive relationships and a Growth Mindset, where individuals and staff feel safe, valued, respected, and students are encouraged to be curious, take risks, and learn from their mistakes. The School District will foster a community of self-aware, compassionate, critical thinkers who are motivated to pursue their passions. Social and emotional competencies contribute to improved academic and personal outcomes and enable students to learn and practice how to: o Communicate effectively; o manage their emotions, o set goals, o feel and show empathy for others, o create positive relationships, and o make good choices. • All students are capable of achieving their personal best and, when necessary, improving their behavior with guidance, instruction, support, and coaching. • Students need different kinds and amounts of time, attention, instruction, and support to behave responsibly and succeed academically. • Clear, fair, and timely consequences signal that a student’s actions are deemed to be inappropriate or unacceptable. Restorative Interventions require students to take responsibility for what they have said and done, reflect on the impact of their behavior, modify their behavior, problem solve, make amends to repair the harm they have caused, and learn new skills. • Effective discipline helps students become more self-managed and teaches students to become more socially and academically skillful. • Teachers, principals, administrators, school staff, parents, and the larger community have an obligation to help students learn to be good individuals and lead productive lives by: o enabling them to discern right from wrong, o fostering in them the desire to do what is right, and o requiring them to take responsibility for their words and actions. Page 2 of 57 SYOSSET CENTRAL SCHOOL DISTRICT DISTRICT CODE OF CHARACTER, CONDUCT AND SUPPORT Policy 5300 • Student discipline and support policies and practices must be implemented in ways that are perceived to be respectful. Interactions between and among the School District and School District staff, students, and parents/persons in parental relation must protect the dignity of each individual and ensure a tone of decency. • Every reasonable effort should be made to correct student behavior through interventions that are restorative and promote taking accountability for such behavior. Interventions are essential when inappropriate behavior or infractions of the Code may be symptomatic of more serious problems that students are experiencing. Appropriate disciplinary responses should emphasize prevention and effective intervention, prevent disruption to students’ education, and promote the development of a positive School District culture. The School District has a long-standing set of expectations for conduct on School Property and at School Functions. These expectations are based on the principles of dignity, empathy, mutual respect, character, honesty, and integrity. The Board of Education deems it a priority to clearly define these expectations for acceptable conduct on School Property, identify the possible consequences of unacceptable conduct, and to ensure that discipline, when necessary, is administered promptly and fairly. To this end, the Board of Education adopts this Code of Character, Conduct and Support. Unless otherwise indicated, this Code applies to all students, school personnel, parents/persons in parental relation and other visitors when on School Property or attending a School Function. The Code of Character, Conduct and Support has incorporated the Dignity for All Students Act which was created to give students an educational environment free of Discrimination, Bullying and Harassment. Student Rights and Responsibilities A. Student Rights The School District is committed to safeguarding the rights given to all students under state and federal law. In addition, to promote a safe, healthy, orderly, and supportive school environment, all School District students have the right to: 1. participate in all School District act ---------------------------------------- ## BP 5131.9 Academic Honesty - Canonical URL: https://www.k12policies.com/policy/p1 - Jurisdiction: Palo Alto Unified School District (CA) - Level: district - Sector: public - Category: academics - Year: 2024 - Source PDF: https://go.boarddocs.com/ca/pausd/Board.nsf/files/D4GP4V6126D3/$file/20240423BP5131.9AcademicHonestyPROPOSED.pdf ### TL;DR This policy establishes academic honesty as a fundamental component of student education, prohibiting acts like cheating and plagiarism, and outlines disciplinary actions for violations. It also specifically addresses the permitted and prohibited uses of technology, including AI, in academic work. ### Purpose The policy aims to foster academic honesty and personal integrity among students by clearly defining unacceptable behaviors and establishing a framework for addressing infractions. It also seeks to provide guidance on the appropriate use of technology in academic settings, ensuring it supports rather than undermines learning. ### Key provisions - Academic honesty and personal integrity are expected from all students; acts of cheating, lying, plagiarism, or other dishonesty are prohibited. - Students found in violation of academic honesty are subject to district and school-site disciplinary rules. - The Superintendent or designee may form a committee to develop standards, prevention measures, and consequences for academic dishonesty. - Specific guidelines are provided for the use of technology, prohibiting its use solely for coursework completion or generating answers, but permitting it for research, grammar correction, and educational applications. - Students with disabilities are permitted to use technology as identified in their individualized education programs (IEPs). - Staff may receive training on using technology for educational improvement, including detecting plagiarism and addressing algorithmic bias. ### Who it applies to K-12 students, parents/guardians, school staff, and administrators ### Full text PROPOSED POLICY Book PAUSD Policies & Regulations Section 5000 - Students Title Academic Honesty Code 5131.9 BP Status Active Adopted January 12, 2010 The Board of Education believes that academic honesty and personal integrity are fundamental components of a student's education and character development. The Board expects that students will not cheat, lie, plagiarize, or commit other acts of academic dishonesty. (cf. 5131 - Conduct) (cf. 6162.6 - Use of Copyrighted Materials) Students, parents/guardians, staff, and administrators shall be responsible for creating and maintaining a positive school climate that encourages honesty. Students found to have committed an act of academic dishonesty shall be subject to district and school-site discipline rules. (cf. 5137 - Positive School Climate) (cf. 5144 - Discipline) The Superintendent or designee may establish a committee comprised of students, parents/guardians, staff, administrators and members of the public to develop standards of academic honesty, measures of preventing dishonesty, and specific consequences for acts of dishonesty. Any recommendations for discipline shall be incorporated into the school's site level discipline rules. (cf. 1220 - Citizen Advisory Committee) Prohibited and Permitted Technology Use Commented [AB1]: Entire section is new CSBA language. Addresses student use of technology As the district's standards for academic achievement are designed to challenge all students to reach (e.g., artificial intelligence) as it relates to their full potential in acquiring the knowledge and skills needed for success in postsecondary academic honesty. education, employment, and responsible citizenship, any use of technology that prevents or inhibits a student from achieving these standards is prohibited. Prohibited uses include, but are not limited to, using technology primarily or solely for the completion of coursework as a student's original work and generating answers to mathematical, scientific, or analytical problems. Permitted uses of technology include, but are not limited to, conducting research, correcting grammar and spelling, and learning from educational applications such as tutoring systems and language learning applications. Commented [AB2]: A student who has been Additionally, consistent with the limitations expressed in this policy and with teacher consent, identified as a student with a disability may students may also use technology to assist with assessments, homework, and/or makeup work or require assistive technology devices and other uses approved by the teacher. services, including the use of AI. Pursuant to EDC 56341.1, a student's IEP team must However, a student with a disability shall be permitted to use technology for any purpose identified consider whether a student with a disability in the student's individualized education program as a tool to support the student's learning. needs assistive technology devices or services, defined in 20 USC 1401 as any item, piece of If an employee suspects that a student has used technology in violation of this policy, the student equipment, or product system that is used to increase, maintain, or improve functional shall be given the opportunity to demonstrate that the use of technology was in accordance with this capabilities of a student with a disability. policy. Any information acquired from an employee's use of technology in determining whether a student has committed an act of academic dishonesty shall be shared with the student, and the student's parent/guardian as appropriate. The Superintendent or designee may provide training to staff regarding the use of technology to improve education, including the detection of plagiarism and sensitivity to potential discrimination from algorithmic bias. Legal Reference: EDUCATION CODE 35291-35291.5 Rules ---------------------------------------- ## BP 0415 Equity - Canonical URL: https://www.k12policies.com/policy/p2 - Jurisdiction: Palo Alto Unified School District (CA) - Level: district - Sector: public - Category: conduct - Year: 2020 - Source PDF: https://go.boarddocs.com/ca/pausd/Board.nsf/files/BLFU9K764C4C/$file/20200131BP0415EquityPROPOSED.pdf ### TL;DR This policy establishes a commitment to equity for all students in the district, aiming to eliminate institutional biases and disparities in educational outcomes by proactively identifying and addressing barriers for historically underserved populations. It mandates the Board to consider equity in all decisions and implement strategies for equitable access to programs and resources. ### Purpose The purpose of this policy is to integrate diversity and equity into the district's vision and mission, ensuring all students, especially marginalized learners, receive equitable opportunities and achieve educational excellence. It seeks to eradicate institutional biases that negatively influence student learning and perpetuate achievement gaps. ### Key provisions - District proactively identifies and addresses class and cultural biases, practices, policies, and institutional barriers that negatively affect student learning and impede equal access. - Board decisions must be made with a deliberate awareness of learning impediments faced by students of color and diverse cultural, linguistic, or socio-economic backgrounds, remedying inequities. - The Board and Superintendent will develop and implement policies and strategies to promote equity, including routine student needs assessment using disaggregated data. - Financial and human resources will be analyzed and allocated to ensure equitable access to programs, support services, and opportunities (e.g., high-quality staff, technology, facilities, instructional materials). - Students are encouraged and enabled to enroll in and complete curricular and extracurricular activities, including advanced college preparation programs. - A positive school climate, diverse staff employment, and professional development on culturally responsive practices are to be promoted. - Curriculum and instructional materials must accurately reflect student group diversity, and necessary support services are to be provided in collaboration with local agencies. - Program evaluations will focus on equity, addressing academic outcomes and performance of all students. ### Who it applies to All K-12 students, especially those from historically underserved and underrepresented populations, district staff, parents/guardians, and the broader community. ### Full text PROPOSED POLICY. New BP for PAUSD. Adopt CSBA language. CSBA Sample Board Policy Equity BP 0415 Philosophy, Goals, Objectives and Comprehensive Plans ***Note: The following optional policy addresses district recognition and response to the unique barriers facing each segment of the district's student population.*** ***Note: Pursuant to Education Code 201, California schools have an affirmative obligation to combat racism, sexism, and other forms of bias, and have a responsibility to provide equal educational opportunity to all students. Education Code 51007 requires that all students enrolled in the state's public elementary and secondary schools, regardless of race, creed, color, national origin, gender, gender identity, gender expression, physical disability, geographic location, or socioeconomic background, shall have equitable access to educational programs designed to strengthen technological skills, including, but not limited to, computer education programs. Education Code 220 further prohibits discrimination on the basis of disability, gender, gender identity, gender expression, nationality, immigration status, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code in any program or activity conducted by the district.*** The Governing BoardBoard of Education believes that the diversity that exists among the district's community of students, staff, parents/guardians, and community members is integral to the district's vision, mission, and goals. Addressing the needs of the most marginalized learners requires recognition of the inherent value of diversity and acknowledgement that educational excellence requires a commitment to equity in the opportunities provided to students and the resulting outcomes. (cf. 0000 - Vision) (cf. 0100 - Philosophy) (cf. 0200 - Goals for the School District) (cf. 0410 - Nondiscrimination in District Programs and Activities) (cf. 5145.3 - Nondiscrimination/Harassment) In order to eradicate institutional bias of any kind, including implicit or unintentional biases and prejudices that affect student achievement, and to eliminate disparities in educational outcomes for students from historically underserved and underrepresented populations, the district shall proactively identify class and cultural biases as well as practices, policies, and institutional barriers that negatively influence student learning, perpetuate achievement gaps, and impede equal access to opportunities for all students. The Board shall make decisions with a deliberate awareness of impediments to learning faced by students of color and/or diverse cultural, linguistic, or socio-economic backgrounds. To ensure that equity is the intentional result of district decisions, the Board shall consider whether its decisions address the needs of students from racial, ethnic, and indigent communities and remedy the inequities that such communities experienced in the context of a history of exclusion, discrimination, and segregation. Board decisions shall not rely on biased or stereotypical assumptions about any particular group of students. (cf. 6173 - Education for Homeless Children) (cf. 6173.1 - Education for Foster Youth) (cf. 6174 - Education for English Learners) (cf. 6175 - Migrant Education Program) (cf. 9000 - Role of the Board) (cf. 9310 - Board Policies) The Board and the Superintendent or designee shall develop and implement policies and strategies to promote equity in district programs and activities, through measures such as the following: 1. Routinely assessing student needs based on data disaggregated by race, ethnicity, and socio-economic and cultural backgrounds in order to enable equity-focused policy, planning, and resource development decisions (cf. 0400 - Comprehensive Plans) (cf. 0460 - Local Control and Accountability Plan) (cf. 6162.5 - Student Assessment) ***Note: Pursuant to 20 USC 6311, states must publish per-pupil expenditures, including personnel expenditures and nonpersonnel expenditures, by school. Districts can analyze this financial data, along with other data sources, to ensure equitable allocation of financial and human resources across the district.*** 2. Analyzing expenditures and allocating financial and human resources in a manner that provides all students with equitable access to district programs, support services, and opportunities for success and promotes equity and inclusion in the district. Such resources include access to high-quality administrators, teachers, and other school personnel; funding; technology, equipment, textbooks, and other instructional materials; facilities; and community resources or partnerships. (cf. 0440 - District Technology Plan) (cf. 3100 - Budget) (cf. 4113 - Assignment) (cf. 7110 - Facilities Master Plan) 3. Enabling and encouraging students to enroll in, participate in, and complete curricular and extracurricular courses, advanced college preparation programs, and other student activities (cf. 6141.4 - International Baccalaureate Program) (cf. 6141.5 - Advanced Placement) (cf. 6143 - Courses of Study) (cf. 6145 - Extracurricular and Cocurricular Activities) (cf. 6152.1 - Placement in Mathematics Courses) 4. Building a positive school climate that promotes student engagement, safety, and academic and other supports for students (cf. 5137 - Positive School Climate) 5. Adopting curriculum and instructional materials that accurately reflect the diversity among student groups (cf. 6141 - Curriculum Development and Evaluation) (cf. 6161.1 - Selection and Evaluation of Instructional Materials) 6. Providing and/or collaborating with local agencies and community groups to ensure the availability of necessary support services for students in need (cf. 1400 - Relations Between Other Governmental Agencies and the Schools) (cf. 6164.2 - Guidance/Counseling Services) (cf. 6164.5 - Student Success Teams) (cf. 6179 - Supplemental Instruction) 7. Promoting the employment and retention of a diverse staff that reflects the student demographics of the community 8. Providing district staff with ongoing, researched-based, professional learning and professional development on culturally responsive instructional practices (cf. 4131 - Staff Development) (cf. 4231 - Staff Development) (cf. 4331 - Staff Development) 9. Conducting program evaluations that focus on equity and address the academic outcomes and performance of all students on all indicators (cf. 0500 - Accountability) The Board shall regularly monitor the intent and impact of district policies and decisions in order to safeguard against disproportionate or unintentional impact on access to district programs and achievement goals for specific student populations in need of services. Legal Reference: EDUCATION CODE 200-262.4 Educational equity 52077 Local control and accountability plan 60040 Selection of instructional materials GOVERNMENT CODE 11000 Definitions 11135 Nondiscrimination in programs or activities funded by state PENAL CODE 422.55 Definition of hate crime 422.6 Interference with constitutional right or privilege CODE OF REGULATIONS, TITLE 5 4900-4965 Nondiscrimination in elementary and secondary education programs UNITED STATES CODE, TITLE 20 1400-1482 Individuals with Disabilities in Education Act 1681-1688 Discrimination based on sex or blindness, Title IX 2301-2414 Strengthening Career and Technical Education for the 21st Century Act 6311 State plans 6312 Local education agency plans UNITED STATES CODE, TITLE 29 794 Section 504 of the Rehabilitation Act of 1973 UNITED STATES CODE, TITLE 42 2000d-2000d-7 Title VI, Civil Rights Act of 1964 2000e-2000e-17 Title VII, Civil Rights Act of 1964 as amended 2000h-2000h-6 Title IX 12101-12213 Americans with Disabilities Act CODE OF FEDERAL REGULATIONS, TITLE 28 35.101-35.190 Americans with Disabilities Act 36.303 Auxiliary aids and services CO ---------------------------------------- ## BP 0441 Artificial Intelligence - Canonical URL: https://www.k12policies.com/policy/p3 - Jurisdiction: Palo Alto Unified School District (CA) - Level: district - Sector: public - Category: tech - Year: 2025 - Source PDF: https://go.boarddocs.com/ca/pausd/Board.nsf/files/DP3TY77999F4/$file/20251216BP0441ArtificialIntelligencePROPOSED.pdf ### TL;DR This policy establishes principles for the ethical and effective use of Artificial Intelligence (AI) within the school district, aiming to enhance learning, support staff, and ensure equitable access while addressing potential risks. ### Purpose The policy recognizes AI's potential to improve education and administrative tasks but also acknowledges its risks. Its purpose is to guide the responsible adoption and application of AI, ensuring it aligns with educational goals, ethical standards, and legal requirements for students and staff. ### Key provisions - AI use must be student-centered, enhancing learning and supporting digital literacy. - AI should augment staff capabilities, not replace them, in their duties. - Ethical and transparent AI use is mandated, with consideration for bias and compliance with intellectual property laws. - Users of AI are accountable and responsible for its deployment and impact. - Equitable access and opportunity to AI must be ensured for all students and schools. - Security and privacy are paramount when integrating AI practices. - Ongoing professional development on ethical and responsible AI use is required for staff. - Community engagement is necessary to educate and define permitted/prohibited AI uses. ### Who it applies to Students, staff, and the broader community of the school district ### Full text PROPOSED POLICY (NEW FOR PAUSD) Policy 0441: Artificial Intelligence Original CSBA Adopted Date: 06/01/2025 The Board of Education recognizes the transformative potential of artificial intelligence (AI) to increase student access to information, support teacher effectiveness, and facilitate the administration of student assessments, as well as the potential for AI to undermine student achievement, health, and well-being. Therefore, the Board is committed to supporting the use of AI by students and staff in accordance with the following principles: 1. Student-Centered: AI should be used to personalize and enhance the learning experience Commented [AB1]: Staff recommend striking for each student and to support digital citizenship and literacy “personalize and.” 2. Staff-Centered: AI should be used as a tool to augment and support, rather than replace, staff in the performance of their duties and responsibilities 3. Ethical Use and Transparency: AI should be used ethically and transparently by all staff and students, with careful consideration of potential biases, and in compliance with all applicable intellectual property and copyright laws 4. Accountability and Responsibility: AI should be used in a manner that ensures accountability by those who use it and that those who use it are responsible for such use, including when and how it is used 5. Equity and Access: AI should be implemented in a manner that ensures equitable access and opportunity for all students, regardless of background or ability, and for all schools across the district 6. Secure and Private: The district should prioritize security and privacy when changing existing practices or adopting new practices regarding AI 7. Professional Development: The district should provide ongoing professional development for staff in all aspects of AI, with a particular focus on the ethical and responsible use of AI 8. Community Engagement: The district should engage with the community to share these principles, to educate the community on AI, and to discuss the permitted and prohibited uses of AI in the district 9. Continuous Improvement: The district should regularly evaluate the use of AI by students and staff, and adapt its policies, procedures, and professional development to align with best practices and evolving technologies The Superintendent shall ensure that the use of AI in the district is consistent with this policy, Board Policy 0440 - District Technology Plan, Board Policy/Exhibit (1) 4040 - Employee Use of Commented [AB2]: Staff recommend striking. PAUSD Technology, Board Policy 5131.9 - Academic Honesty, Board Policy 6154 - Homework/Makeup does not have a BP 0440. Work, Board Policy 6162.5 - Student Assessment, and Board Policy/Exhibit (1) 6163.4 - Student Use of Technology. Artificial intelligence means an engineered or machine-based system that varies in its level of autonomy and that can, for explicit or implicit objectives, infer, from the input it receives, how to generate outputs that can influence physical or virtual environments. (Education Code 33328.5) Policy Reference Disclaimer: These references are not intended to be part of the policy itself, nor do they indicate the basis or authority for the Governing Board to enact this policy. Instead, they are provided as additional resources for those interested in the subject matter of the policy. State Description Bus. and Prof. Code 22584-22585 Student Online Personal Information Protection Act Ed. Code 10550-10555 Telecommunications standards Ed. Code 11800 K-12 High Speed Network grant program Ed. Code 33328.5 Statewide AI Task Force Ed. Code 49060-49085 Student records Ed. Code 51006 Computer education and resources Ed. Code 51007 Programs to strengthen technological skills Ed. Code 51865 California distance learning policy Ed. Code 60010 Instructional materials; definition Pen. Code 502 Computer crimes; remedies Federal Description 16 CFR Part 312 Children's Online Privacy Protection Rule 20 USC 1232g Family Educational Rights and Privacy Act (FERPA) of 1974 20 USC 1232h Privacy rights 20 USC 7101-7122 Student Support and Academic Enrichment Grants 34 CFR Part 99 Family Educational Rights and Privacy 47 CFR 54.500-54.523 Universal service support for schools 47 USC 254 Universal service discounts (E-rate) Management Resources Description Website CSBA AI Task Force Website U.S. Congress Bipartisan House Task Force Report on Artificial Intelligence Website Federal Communications Commission Cybersecurity Resource Recommendations Website Computer-Using Educators (CUE) Website California IT in Education (CITE) Website California Department of Education, Learning With IA, Learning About AI Website CSBA District and County Office of Education Legal Services Website Technology Information Center for Administrative Leadership Website California Department of Education, Education Technology Office Website CSBA Cross References Code Description 0000 Vision 0200 Goals For The School District 0400 Comprehensive Plans 0415 Equity 0440 District Technology Plan 0460 Local Control And Accountability Plan 0460 Local Control And Accountability Plan 0500 Accountability 1113 District And School Websites 1113 District And School Websites 1113-E(1) District And School Websites 1114 District-Sponsored Social Media 1114 District-Sponsored Social Media 1340 Access To District Records 1340 Access To District Records 3100 Budget 3100 Budget 3260 Fees And Charges 3260 Fees And Charges 3311.4 Procurement Of Technological Equipment 3312 Contracts 3512 Equipment 3512-E(1) Equipment 3580 District Records 3580 District Records 4040 Employee Use Of Technology 4040-E(1) Employee Use Of Technology 4112.6 Personnel Files 4131 Staff Development 4212.6 Personnel Files 4222 Teacher Aides/Paraprofessionals 4222 Teacher Aides/Paraprofessionals 4231 Staff Development 4312.6 Personnel Files 4331 Staff Development 5125 Student Records 5125 Student Records 5131 Conduct 5131.2 Bullying 5131.2 Bullying 6141 Curriculum Development And Evaluation 6141 Curriculum Development And Evaluation 6142.6 Visual And Performing Arts Education 6142.92 Mathematics Instruction 6142.93 Science Instruction 6161.1 Selection And Evaluation Of Instructional Materials 6161.1 Selection And Evaluation Of Instructional Materials 6161.1-E(1) Selection And Evaluation Of Instructional Materials 6162.51 State Academic Achievement Tests 6162.51 State Academic Achievement Tests 6162.54 Test Integrity/Test Preparation 6162.6 Use Of Copyrighted Materials 6162.6 Use Of Copyrighted Materials 6163.1 Library Media Centers 6163.4 Student Use Of Technology 6163.4-E(1) Student Use Of Technology 6178 Career Technical Education 6178 Career Technical Education 6200 Adult Education 6200 Adult Education ---------------------------------------- ## BP 1114 District-Sponsored Social Media - Canonical URL: https://www.k12policies.com/policy/p4 - Jurisdiction: Palo Alto Unified School District (CA) - Level: district - Sector: public - Category: tech - Year: 2024 - Source PDF: https://go.boarddocs.com/ca/pausd/Board.nsf/files/DAPUM57CABD2/$file/20241112BP1114DistrictSponsoredSocialMediaPROPOSED.pdf ### TL;DR This policy establishes guidelines for the use of official district-sponsored social media accounts, aiming to share district information, promote community involvement, and support student learning while ensuring accessibility and compliance with legal standards. It defines content limitations, privacy considerations, and consequences for misuse. ### Purpose The policy recognizes social media's value for communication and community engagement, intending to further the district's vision and mission, support student learning and staff development, and enhance communication with all stakeholders. It mandates the Superintendent to develop content guidelines to ensure appropriate, responsible, and legal use. ### Key provisions - Official district social media accounts must be used solely for their stated purposes, furthering the district's vision and mission, supporting learning and development, and enhancing communication. - Content posted on district social media must be accessible to individuals with disabilities. - The Superintendent or designee is responsible for developing content guidelines and protocols to ensure public access, appropriate use, and compliance with laws and board policies. - District social media accounts are not intended as open public forums and do not guarantee free speech rights to individuals. - Accounts must clearly communicate their limited purpose and any user expectations or conditions. - Prohibited content includes anything obscene, libelous, or that incites unlawful acts, violations of school rules, or substantial disruption. - Staff or students misusing accounts or posting prohibited content are subject to disciplinary action. - Users should be aware that information on official accounts may be considered a public record. - Privacy rights of students, parents/guardians, staff, and Board members must be protected, consistent with Board Policy 1113 regarding student photographs and personal contact information. - Confidential information about students, employees, or district operations must not be transmitted via social media or other online platforms by district employees. ### Who it applies to District staff, students, families, and community members interacting with official district social media ### Full text PROPOSED POLICY – BP 1114: District-Sponsored Social Media (New for PAUSD) Original CSBA Adopted Date: 07/01/2011 | Last CSBA Reviewed Date: 09/01/2024 The Board recognizes the value of social media to share district information with families and the community and promote community involvement and collaboration in district decisions. The purpose of any official district social media account shall be to further the district's vision and mission, to support student learning and staff professional development, and to enhance communication and engagement with students, families, staff, and community members. The Superintendent or designee shall ensure that the content posted by the district on an official district social media account is accessible to individuals with disabilities. The Superintendent or designee shall develop content guidelines and protocols for official district social media accounts to ensure public access, appropriate and responsible use, and compliance with law, board policy, and administrative regulation. Guidelines for Content Official district social media accounts shall be used only for their stated purposes and in a manner consistent with this policy and administrative regulation. This policy is not intended to create an open public forum or otherwise guarantee an individual's right to free speech on any of the official district social media accounts even if one or more features on the account that permit interaction with and between members of the public are enabled. The Superintendent or designee shall ensure that the limited purpose of official district social media accounts is clearly communicated to users. Each account shall contain a statement specifying the purposes of the account, that the account shall only be used for such purposes, and any other user expectations or conditions as specified in the accompanying administrative regulation. Official district social media accounts may not contain content that is obscene, libelous, or so incites students as to create a clear and present danger of the commission of unlawful acts on school premises, violation of school rules, or substantial disruption of the school's orderly operation. Staff or students who post prohibited content or otherwise engage with an official district social media account in a manner that violates board policies and administrative regulations shall be subject to discipline in accordance with such applicable policies and regulations. Users of official district social media accounts, and anyone who posts, replies, or otherwise leaves a digital footprint on an official district social media account, should be aware of the public nature and accessibility of social media and that such information posted or left on an official district social media account may be considered a public record subject to disclosure under the Public Records Act. Privacy To the extent practicable, the Superintendent or designee shall ensure that the privacy rights of students, parents/guardians, staff, Board members, and other individuals are protected on official district social media accounts. As it pertains to the posting of student photographs and the privacy of telephone numbers, home addresses, and email addresses, official district social media accounts shall operate in accordance with Board Policy 1113 - District and School Websites. Social media and other online platforms shall not be used by district employees to transmit confidential information about students, employees, or district operations. Policy Reference Disclaimer: These references are not intended to be part of the policy itself, nor do they indicate the basis or authority for the board to enact this policy. Instead, they are provided as additional resources for those interested in the subject matter of the policy. State Description Ed. Code 32260-32262 Interagency School Safety Demonstration Act of 1985 Ed. Code 35182.5 Contracts for advertising Ed. Code 48900 Grounds for suspension or expulsion Ed. Code 48907 Exercise of free expression; time, place, and manner rules and regulations Ed. Code 48950 Speech and other communication Ed. Code 49061 Definitions; directory information Ed. Code 49073 Release of directory information Ed. Code 60048 Commercial brand names, contracts or logos Gov. Code 3307.5 Publishing identity of public safety officers Gov. Code 54952.2 Brown Act; definition of meeting Gov. Code 7920.000-7930.215 California Public Records Act Federal Description 17 USC 101-1101 Federal copyright law 20 USC 1232g Family Educational Rights and Privacy Act (FERPA) of 1974 29 USC 157 Employee rights to engage in concerted, protected activity 29 USC 794 Rehabilitation Act of 1973; Section 504 34 CFR 99.1-99.67 Family Educational Rights and Privacy Management Resources Description Court Decision Lindke v. Freed (2024) 601 U.S. 187 Court Decision Aaris v. Las Virgenes Unified School District (1998) 64 Cal.App.4th 1112 Court Decision Board of Education, Island Trees Union Free School District, et.al. v. Pico (1982) 457 U.S. 853 Court Decision Page v. Lexington County School District (2008, 4th Cir.) 531 F.3d 275 Court Decision Perry Education Association v. Perry Local Educators' Association (1983) 460 U.S. 37 Court Decision Downs v. Los Angeles Unified School District (9th Cir. 2000) 228 F.3d 1003 Facebook Publication Facebook for Educators Guide, 2013 National Labor Relations Board Decision Sears Holdings, December 4, 2009 18-CA-1908 Website Meta in Education Website CSBA District and County Office of Education Legal Services Website Facebook, privacy resources Website California School Public Relations Association Website CSBA Cross References Code Description 0000 Vision 0410 Nondiscrimination In District Programs And Activities 0440 District Technology Plan 0440 District Technology Plan 0510 School Accountability Report Card 0510 School Accountability Report Card 1100 Communication With The Public 1112 Media Relations 1113 District And School Websites 1113 District And School Websites 1113-E(1) District And School Websites 1160 Political Processes 1230 School-Connected Organizations 1230 School-Connected Organizations 1260 Educational Foundation 1312.3 Uniform Complaint Procedures 1312.3 Uniform Complaint Procedures 1312.3-E(1) Uniform Complaint Procedures 1312.3-E(2) Uniform Complaint Procedures 1325 Advertising And Promotion 3515.7 Firearms On School Grounds 3516 Emergencies And Disaster Preparedness Plan 3516 Emergencies And Disaster Preparedness Plan 4030 Nondiscrimination In Employment 4030 Nondiscrimination In Employment 4040 Employee Use Of Technology 4040-E(1) Employee Use Of Technology 4118 Dismissal/Suspension/Disciplinary Action 4118 Dismissal/Suspension/Disciplinary Action 4119.21 Professional Standards 4119.21-E(1) Professional Standards 4119.23 Unauthorized Release Of Confidential/Privileged Information 4131 Staff Development 4132 Publication Or Creation Of Materials 4218 Dismissal/Suspension/Disciplinary Action 4218 Dismissal/Suspension/Disciplinary Action 4219.21 Professional Standards 4219.21-E(1) Professional Standards 4219.23 Unauthorized Release Of Confidential/Privileged Information 4231 Staff Development 4232 Publication Or Creation Of Materials 4319.21 Professional Standards 4319.21-E(1) Professional Standards 4319.23 Unauthorized Release Of Confidential/Privileged Information 4331 Staff Development 4332 Publication Or Creation Of Materials 5022 Student And Family Privacy Rights 5022 Student And Family Privacy Rights 5125 Student Records 5125 Student Records 5125.1 Release Of Directory Information 5125.1 Release Of Directory Information 5125.1-E(1) Release Of Directory Information 5131 Conduct 5142.2 Safe Routes To School Program 5142.2 Safe Routes To School Program 5144 Discipline 5144 Discipline 5144.1 Suspension And Expulsion/Due Process 5144.1 Suspension And Expulsion ---------------------------------------- ## AR 6163.4 Student Use of Technology - Canonical URL: https://www.k12policies.com/policy/p5 - Jurisdiction: Palo Alto Unified School District (CA) - Level: district - Sector: public - Category: tech - Year: 2020 - Source PDF: https://go.boarddocs.com/ca/pausd/Board.nsf/files/AMQVYF83043A/$file/AR6163.4StudentUseOfTechnologyPROPOSED.pdf ### TL;DR This policy outlines the guidelines for student use of technology within the Palo Alto Unified School District, emphasizing educational purposes, responsible behavior, and awareness of privacy limitations. It covers appropriate use, safety, and potential consequences for violations. ### Purpose The purpose of this policy is to integrate technology into the learning environment while ensuring students' academic, social, and emotional safety. It aims to prepare students for future careers and a technologically connected society by establishing clear expectations for responsible and appropriate technology use. ### Key provisions - District technology includes a wide range of devices and networks, whether district-owned or personally owned, accessed on or off-site. - PAUSD employs limited internet filtering for safety but prioritizes open access and education on proper technology use, acknowledging no system is 100% effective. - Students are expected to use District technology primarily for instructional purposes, and only school-related files should be stored in student accounts. - The policy provides age-appropriate instruction on safe online behavior, cyberbullying, and reporting inappropriate content. - Violations can lead to disciplinary action, including loss of technology access, in accordance with the Student Code of Conduct. - Students using personally owned devices to access District technology must abide by all policies, and their device content may be subject to disclosure. - Students are responsible for the proper use of district technology issued to them and must not share account information or passwords. - Students have no expectation of privacy when using District technology, as the District reserves the right to monitor and record all usage for legal purposes and investigations. ### Who it applies to K-12 students in the Palo Alto Unified School District ### Full text DRAFT Student Technology Handbook Guidelines for providing feedback are listed on our website Thank you for your time and consideration! Introduction Palo Alto Unified School District (PAUSD) is committed to preparing students both academically and for future careers while ensuring that students are socially and emotionally safe. Technology use is central to both school and work, and PAUSD supports learning and teaching with technology. However, PAUSD is also aware of the complicated realities of living in a more technologically connected society. Use of District technology resources is a privilege that the District extends to students in order to support and enrich their learning experiences. Definitions District technology includes, but is not limited to, computers, the district's computer network including servers and wireless computer networking technology (wi-fi), the internet, email, USB drives, wireless access points (routers), tablet computers, smartphones and smart devices, telephones, cellular telephones, wearable technology, any wireless communication device including emergency radios, and/or future technological innovations, whether accessed on or off site or through district-owned or personally owned equipment or devices. Content While using District technology, students will be exposed to content from a variety of sources including, but not limited to content created by teachers and other students, applications and content purchased by the District and individual schools, and content located on the internet. While the District is able exercise reasonable control over content created and purchased by the District, it has limited control over content accessed via the internet. PAUSD believes that open access to the internet is important to the educational process and, further, that education in the proper use of technology, not restricted access, is the best way to protect our students on the internet. For this reason, PAUSD engages in very limited filtering of internet content by ensuring district technology with internet access have a protection measure that protects against access to visual depictions that are obscene, child pornography, or harmful to minors and that the operation of such measures is enforced. Parents should remember that, while best efforts to filter are made, no filtering system is 100% effective. PAUSD staff believe that the benefits to students from internet access exceed the possible disadvantages. PAUSD makes no warranties of any kind, either expressed or implied, for the technology resources it provides or the information students may access using those systems. PAUSD is not responsible for any damages users suffer while using District technology resources. PAUSD specifically denies any responsibility for the accuracy of information students may obtain from sources outside the District. Appropriate Use The Palo Alto Unified School District expects that students will use District technology for purposes consistent with the instructional program. PAUSD technology resources should be DRAFT page 1 DRAFT Student Technology Handbook Guidelines for providing feedback are listed on our website Thank you for your time and consideration! used primarily for class assignments and other learning activities. Only school related files should be stored in student accounts. Students are expected to be good stewards of District technology resources, leaving equipment and work areas in good condition. Safety & Privacy PAUSD will provide age-appropriate instruction regarding safe and appropriate behavior on social networking sites, chat rooms, and other Internet services. Such instruction shall include, but not be limited to, the dangers of posting one's own personal identification information online, misrepresentation by online predators, how to report inappropriate or offensive content or threats, behaviors that constitute cyberbullying, and how to respond when subjected to cyberbullying. Students are expected to follow safe practices when using PAUSD technology. Consequences of Violations Students who misuse PAUSD’s technology resources will be subject to discipline which may include loss of access to PAUSD technology resources and/or other appropriate disciplinary or legal action in accordance with the Student Code of Conduct and applicable laws. If a student is accused of any violation, s/he has all of the rights and privileges that exist with other kinds of school infractions. Local Policies & Practices These policies apply to all schools and students within PAUSD. Individual schools and teachers may develop local policies and procedures which may be more restrictive than District policies. Not all schools or teachers will use all types of software or hardware described in this document. Personally Owned Devices If a student uses a personally owned device to access district technology, he/she shall abide by all applicable Board policies, administrative regulations, and this Handbook. Any such use of a personally owned device may subject the contents of the device and any communications sent or received on the device to disclosure pursuant to a lawful subpoena or public records request. Student Obligations and Responsibilities Students are expected to use district technology safely, responsibly, and for educational purposes only. The student in whose name district technology is issued is responsible for its proper use at all times. Students shall not share their assigned online services account information, passwords, or other information used for identification and authorization purposes, and shall use the system only under the account to which they have been assigned. District technology and bandwidth are shared and limited resources and all users have an obligation to use those resources responsibly. Students are provided access to PAUSD technology primarily for educational purposes. Incidental personal use of District technology is DRAFT page 2 DRAFT Student Technology Handbook Guidelines for providing feedback are listed on our website Thank you for your time and consideration! acceptable, but students should not use district technology for personal activities that consume significant bandwidth, for personal activities or for activities that violate school policy or law. These include but are not limited to: 1. Playing games or online gaming unless approved by a teacher. 2. Downloading software, music, movies or other content in violation of licensing requirements, copyright or other intellectual property rights. 3. Installing unauthorized software. 4. Downloading, viewing or sharing inappropriate content, including pornographic, defamatory or otherwise offensive material. 5. Conducting any activity that is in violation of school policy, the student code of conduct or local, state or federal law. 6. Engaging in any activity that is harmful to other student(s), including cyberbullying. 7. Participating in political activities. 8. Conducting for-profit business. 9. "Hack" into the system to manipulate data of the district or other users 10. Intentionally disrupt or harm district technology or other district operations (such as destroying district equipment, placing a virus on district computers, adding or removing a computer program without permission from a teacher or other district personnel, changing settings on shared computers) 11. Using any software or proxy service to obscure either the student’s IP address or the sites that the student visits. 12. Disabling, bypassing, or attempting to disable or bypass any system monitoring, filtering or other security measures. 13. Accessing or attempting to access material or systems on the network that the student is not authorized to access. Privacy Since the use of district technology is intended for educational purposes, students shall not have any expectation of privacy in any use of district technology. The district reserves th ---------------------------------------- ## Policy 1500 Public Use of District Facilities - Canonical URL: https://www.k12policies.com/policy/g1 - Jurisdiction: Great Neck Public Schools (NY) - Level: district - Sector: public - Category: operations - Year: 2024 - Source PDF: https://go.boarddocs.com/ny/gnps/Board.nsf/files/D3KNLN6074C9/$file/Policy%201500%20-%20Public%20Use%20of%20District%20Facilities.pdf ### TL;DR This policy outlines the regulations for outside organizations to use Great Neck Public Schools' facilities, requiring applications, fees, insurance, and adherence to specific conditions and restrictions to ensure primary school use and community benefit. ### Purpose The purpose of this policy is to establish clear guidelines and conditions for the public use of Great Neck Public Schools' facilities, ensuring that such use does not interfere with school operations, aligns with New York State Education Law, and benefits the community while safeguarding District property. ### Key provisions - Use of facilities is permitted only when not in use for District purposes, and outside organizations must reimburse the District for any incurred costs. - A written permit, obtained through an application submitted at least three weeks in advance with a non-refundable fee, is required for all uses. - Specific instances where permits will not be issued include interference with school use, personal or private gain (with limited exceptions), political organizations (with legal exceptions), non-exclusive events, and events with admission fees not for educational/charitable purposes (with exceptions). - Permits are issued under terms requiring a majority of group members to reside within the school district, insurance naming the District as an additional insured, and acceptance of responsibility for damages and injuries. - Permittees must adhere to facility use hours, cannot transfer permits, may have permits rescinded for cause, and are required to pay fees and a security deposit against damages. ### Who it applies to Outside organizations and community groups ### Full text -DRAFT REVISED POLICY- GREAT NECK PUBLIC SCHOOLS PUBLIC USE OF DISTRICT FACILITIES Policy 1500 The Board of Education of the Great Neck Public Schools shall permit the use of school buildings and rooms therein, and the grounds and other property of the District, by outside organizations authorized by In conformity with New York State Education Law section (414) only when not in use for District purposes., In the event any such use will cause the District to incur costs, the outside organization will be required to reimburse the District for such costs. To avoid conflicts in the scheduling or the use of a room(s) on the date(s) and/or hour(s) requested by outside organizations, a master calendar of approved uses of all District buildings and grounds by outside organizations shall be kept by the Superintendent of Schools or designee. Use of outdoor facilities will end at dusk and they are not available from November 22 to March 7. Generally, no permit will be issued to extend the period of use later than 11:00 p.m. without prior approval of the Superintendent of Schools or designee. Additionally, permits at elementary schools may not start before 7:00 p.m. on school days. The conditions and restrictions set forth in this policy the following regulations for the use of school buildings and facilities in out of school hours have been established by the Board of Education and shall apply to the issuance of permission to utilize District facilities (both indoor and outdoor).: A. The schoolhouses, grounds and other school property, when not in use for school purposes, may be used for other purposes only if a written permit for such other use has been issued by or under the authority of the Board of Education. B. All applications for permits will be made in writing on the form prescribed by the District. Since all applications must be approved by the Superintendent of Schools or designee, applications for use of any District facility (indoor or outdoor) shall be submitted at least three (3) weeks before the requested date(s). A non-refundable application fee is required for each individual application. Requests for use of all District facilities should be addressed to the Office of Athletics, Physical Education and Recreation, 345 Lakeville Road, Great Neck, NY 11020 (Telephone: 516-441-4045). The applicant will list all groups or organizations that are co-sponsors of the event for which District facilities are being requested. Failure to comply with this requirement will result in cancellation of the permit and possible denial of future applications. All co-sponsors will meet these requirements as well. C. No permit will be issued in the following instances: 1. For any purpose that will in any way interfere with the use of school buildings, grounds or other school property by the District. 2. To any person, persons, or corporate entities for personal or private gain, financial or otherwise. However, the Board of Education may, to the extent permitted by law, allow activities that incidentally involve a private benefit or profit if the Board of Education determines that (1) such activity is in furtherance of a legitimate Page 1 of 11 -DRAFT REVISED POLICY- GREAT NECK PUBLIC SCHOOLS PUBLIC USE OF DISTRICT FACILITIES Policy 1500 school purpose or provides a public benefit, (2) a fair and adequate portion of the proceeds is used for charitable or educational purposes, and (3) any private benefit or profit is incidental to such public purpose. 3. For meetings sponsored by political organizations, except as otherwise provided for by law. 4. For holding a social, civic or recreational meeting or entertainment or other use pertaining to the welfare of the community, unless such meeting, entertainment or use will be non-exclusive and open to the general public (general public is defined as all residents of the school dDistrict). 5. For a meeting, entertainment or occasion where admission fees are charged, unless the proceeds thereof are to be expended for an educational or other charitable purpose, “provided, however, that the Board of Education may permit an activity or event whose proceeds are not expended solely for an educational or charitable purpose where (1) such activity is in furtherance of a legitimate school purpose or provides a public benefit, (2) a fair and adequate portion of the proceeds is used for charitable or educational purposes, and (3) any private benefit or profit is incidental to such public purpose.” 6. For a meeting, entertainment or occasion where admission fees are charged if such events are under the exclusive control, and the proceeds are to be applied for the benefit of a society, association or organization of a religious sect or denomination, or of a fraternal, secret or exclusive society or organization. This provision will not apply to an organization of veterans or of volunteer firemen. 7. Unless the District is satisfied that the proposed activity on District premises will be adequately supervised and that the applicant will see to the proper conduct of such activity. The applicant may be held responsible for any damage which the activity may cause to District property. 7.8. If an applicant publicizes or advertises for the event prior to approval of a permit. 8.9. For any use that is contrary to the provisions of Section 414 of the New York State Education Law. D. Permits will be issued upon the following terms and conditions: 1. A permit may be issued to a group within the community, if at least a majority of its members reside within the school dDistrict. A roster of members may be requested. Page 2 of 11 -DRAFT REVISED POLICY- GREAT NECK PUBLIC SCHOOLS PUBLIC USE OF DISTRICT FACILITIES Policy 1500 2. A permit may be issued to a for-profit entity or organization for an activity or event involving admission fees or the sale of merchandise only if at least seventy-five percent (75%) of the activity’s participants reside within the school dDistrict. 3. In the case of a permit issued for a meeting, entertainment or occasion where admissions fees are charged, a detailed written statement of total receipts, expenditures and disbursement of profits will be filed, upon request, with the Board of Education by the permittee within 30 days of such meeting, entertainment or occasion, in such form as the Board of Education requires. 4. Whether or not admission fees are charged, no contributions will be solicited or collected on school premises. 5. The permit will be valid only for use of the particular school premises on the date or dates and at the hours specified in the permit, and for the purposes specified in the application. NO EVENT WILL BE PUBLICIZED UNTIL A PERMIT IS GRANTED. 6. The permit will be valid only when it is signed by the Superintendent of Sschools or designee and has been approved by the Superintendent of Schools. 7. The permit will not be transferable and no holder of any permit may sublet any part of the building or grounds specified in the permit. 8. The applicant acknowledges that a permit may be rescinded for any reason.The permit may be cancelled at the option of the Board of Education at any time for cause. 9. Any organization or group granted permission by the Board of Education to use any facility accepts, without reservation, responsibility for holding the school district, Board of Education collectively and individually, and all employees of the school district harmless for any injury sustained by a member of such organization or group using the facility or by any attendee at such event, and for any damage or loss of personal property owned, leased, or borrowed by such member or attendee.Applicants agree to sign an indemnification and hold harmless agreement in favor of the District in a form prescribed by the District. 10. In addition, the Board of Education requires the applicant to ob ---------------------------------------- ## Policy 1741 Home Schooled Students - Canonical URL: https://www.k12policies.com/policy/g2 - Jurisdiction: Great Neck Public Schools (NY) - Level: district - Sector: public - Category: academics - Year: 2024 - Source PDF: https://go.boarddocs.com/ny/gnps/Board.nsf/files/D3KN8P5EA38A/$file/Policy%201741%20-%20Home%20Schooled%20students.pdf ### TL;DR This policy outlines the regulations for home-schooled students in the Great Neck Public Schools district, ensuring their education is substantially equivalent to that offered by the district. It details the requirements for submitting Individual Home Instruction Plans (IHIPs), quarterly reports, and procedures for review and compliance. ### Purpose The purpose of this policy is to establish clear guidelines and oversight for parents who choose to educate their children at home. It aims to ensure that home-schooled students receive a substantially equivalent education to that provided by the Great Neck Public Schools and that competent instructors are teaching them, as mandated by New York State Law. ### Key provisions - Parents must provide written notice to the Superintendent by July 1st of their intent to home school. - Parents must submit an Individual Home Instruction Plan (IHIP) annually, outlining educational goals, materials, and instructor information. - IHIPs must be reviewed and approved by the District to ensure substantial equivalency to the District's education. - Parents must submit quarterly reports to the District for ongoing assessment of substantial equivalency and instructional competency. - Home-schooled students are not permitted to participate in District extracurricular activities, use District technology/materials, or use District facilities, with exceptions for public use of facilities. - Home-schooled students can take Regents, SAT, College Board, and GED exams administered in the District, provided they meet immunization requirements and make prior arrangements. ### Who it applies to Parents/guardians of home-schooled students in the Great Neck Public Schools District ### Full text -DRAFT REVISED POLICY- GREAT NECK PUBLIC SCHOOLS HOME-SCHOOLED STUDENTS Policy 1741 The Board of Education of the Great Neck Public Schools recognized that parents/persons in parental relation to a student have the right to make a determination to instruct their children at home in lieu of enrolling their children in the District. shall provide oversight for students instructed at home in order to confirm that they are taught by a competent instructor and receive an education substantially equivalent to that offered in the Great Neck Public Schools. Parents/persons in parental relation to a student of compulsory school attendance age shall provide written notice to the Superintendent of Schools or their intention to educate their child(ren) at home by July 1st of each school year. Parents/guardianspersons in parental relation who wish to educate their child(ren)/children at home must submit to the District an Individual Home Instruction Plan (IHIP), outlining the educational goals to be met and the course materials and syllabi to be used each year for the child’s educationstudent’s learning process. The IHIP must include instruction which is taught by a competent instructor and results in an education which is substantially equivalent to the education provided by the District. To adequately evaluate an IHIP and comply with law, parents/persons in parental relation are required to submit proof of residence in the District for the District to evaluate the IHIP. The District may accept or deny an IHIP. Parents/guardians must submit quarterly reports that provide the District with the necessary information to make determinations of substantial equivalency and competency of instruction on an ongoing basis. Content of the IHIP In accordance with New York State Law, each child’s IHIP shall contain: 1. The child’s name, age and grade level; 2. A list of syllabi, curriculum materials, textbooks or plan of instruction to be used in each of the required subjects listed in 8 NYCRR § 100.10; 3. The dates for submission to the District of the parents’ quarterly reports that are spaced in even and logical periods as required in 8 NYCRR § 100.10; 4. The names of the individuals providing instruction; and 1.5. A statement that the child will be meeting the compulsory educational requirements of New York State Education Law § 3205 through full-time study at a degree-granting institution, meaning enrollment for at least 12 semester hours in a semester or its equivalent, if that is the case. In this situation, the IHIP shall identify the degree-granting institution and the subjects to be covered by that study. Page 1 of 4 -DRAFT REVISED POLICY- GREAT NECK PUBLIC SCHOOLS HOME-SCHOOLED STUDENTS Policy 1741 Procedures for Development and Review of an IHIP Within ten (10) business days of the receipt of the notice of intention to instruct at home, the Superintendent of Schools or designee shall send to the parents/persons in parental relation to the student a copy of the relevant section of the Regulations of the New York State Commissioner of Education and a form on which to submit the IHIP. Within four (4) weeks of the receipt of the IHIP, or by August 31st, whichever is later, the parent/person in parental relation shall submit the completed IHIP form to the District. The District shall provide assistance in the preparation of the forms, upon request. Within ten (10) business days of receipt of the IHIP, the Superintendent of Schools or designee will review the IHIP submitted by the parents/persons in parental relation, determine whether it is sufficient and notify the parents/persons in parental relation that the IHIP complies with the requirements or the IHIP is deficient. In the event the Superintendent of Schools or designee identifies deficiencies in the IHIP, the Superintendent of Schools or designee will give the parents/persons in parental relation written notice of any deficiency. Within fifteen (15) days of a notice of a deficiency in the IHIP, or by September 15th, whichever is later, the parents/persons in parental relation shall submit a revised IHIP which corrects any such deficiencies. Within fifteen (15) days of receipt of the revised IHIP, or by September 30th, whichever is later, the Superintendent of Schools or designee will review and notify the parents/persons in parental relation as to whether the revised IHIP complies with the requirements. In the event the Superintendent of Schools or designee identifies deficiencies in the IHIP, the Superintendent of Schools or designee will give the parents/persons in parental relation written notice of the reasons for such determination. Such notice shall also contain the date of the next regularly scheduled meeting of the Board of Education that will be held at least ten (10) days after the date of mailing of the notice, and shall indicate that if the parents/persons in parental relation wish to contest the determination of noncompliance, the parents/persons in parental relation must so notify the Board of Education at least three (3) business days prior to such meeting. At such Board of Education meeting, the parents/persons in parental relation shall have the right to present proof of compliance, and the Board of Education shall make a final determination of compliance or noncompliance. Parents/persons in parental relation shall have the right to appeal the final determination of noncompliance by the Board of Education to the New York State Commissioner of Education within thirty (30) days of receipt of such determination. Page 2 of 4 -DRAFT REVISED POLICY- GREAT NECK PUBLIC SCHOOLS HOME-SCHOOLED STUDENTS Policy 1741 Recurring Reports to the District Parents/persons in parental relation must submit such reports as required by the New York State Commissioner of Education’s regulations which will be provided to the District with the necessary information to make determinations of substantial equivalency and competency of instruction on an ongoing basis. Extra-Curricular Activities Students instructed at home by their parents/persons in parental relation are not enrolled in the District and, therefore will not be permitted entitled to participate in extra-curricular activities including, but not limited to, interscholastic or intramural sports, and other school-sponsored activities (e.g. field trips, prom, graduation).are not permitted to participate in District sponsored activities or use District facilities, other than as permitted in accordance with Policy 1500 Public Use of District Facilities. School District Technology and Instructional Materials Students being home-schooled will not be permitted to loan instructional/library materials or District owned computer technology while being home-schooled. Regent Exams Students who are home-schooled and reside in the District that wish to take Regents examinations will be permitted to sit for Regents examinations administered in the District. Any home-schooled student wishing to sit for a Regents examination administered in the District must show proper immunization prior to sitting for such examination. To do so, the student being home-schooled shall contact the Superintendent of Schools or designee with plenty of time in advance of the Regents examination(s) so the District may accommodate the student being home-schooled. If a Regents examination has a lab requirement, the student may be admitted to the examination if there is evidence that the student has met the lab requirement. The IHIP, quarterly reports and/or verification from the student’s teacher can provide such evidence. If a student being home-schooled has taken Regents exams at the public school of residence, a request may be made that the District produce, on school letterhead, a lists of the exams taken, the date on which they were taken, and the score the student earned. This list of Regents exam scores can be shared with college admissions personnel. ---------------------------------------- ## Draft Policy 5695 Students and Personal Electronic Devices - Canonical URL: https://www.k12policies.com/policy/sc1 - Jurisdiction: Scarsdale Union Free School District (NY) - Level: district - Sector: public - Category: tech - Year: 2024 - Source PDF: https://go.boarddocs.com/ny/scarsdale/Board.nsf/files/DFFJVR4F0E69/$file/Draft%20Policy%205695%20-%20%20Students%20and%20Personal%20Electronic%20Devices.pdf ### TL;DR This policy aims to minimize distractions and ensure student focus by regulating the use of personal electronic devices in K-12 schools, with specific rules for elementary/middle schools versus high school. ### Purpose The policy recognizes the potential for personal electronic devices to distract students, reduce engagement, interfere with safety in emergencies, and spread misinformation. Its core purpose is to manage these devices to foster a more focused and secure learning environment. ### Key provisions - Personal electronic devices are generally prohibited in elementary and middle schools (must be off and away if brought). - In high school, devices must be off/silenced and put away from school entry until the end of the day, including during classes and lunch. - The District is not responsible for lost, stolen, or damaged personal electronic devices. - Exemptions for educational use (BYOD, teacher-authorized) and medical/disability-related reasons are outlined. - Violations may result in device removal and retention, and potential consequences under the Code of Conduct. ### Who it applies to K-12 students, parents/guardians, and school staff ### Full text Policy 5695 ( ) Required (X) Local ( ) Notice STUDENTS AND PERSONAL ELECTRONIC DEVICES ​ The Board of Education recognizes that students may have personal electronic devices that can perform different functions. Such devices include but are not limited to: phones (both smartphones and call/text only phones), laptops, tablets, smart watches, wireless headphones and earbuds, internet-connected accessories, e-readers, calculators, voice recorders, cameras, and music devices. These devices can create significant distraction in the school environment, reduce student engagement, and interfere with the ability to focus. Additionally, in an emergency, the use of personal electronic devices can distract students from following the directions of staff or emergency responders, contribute to the spread of misinformation, create congestion in the emergency response system, and interfere with the district’s emergency response protocols. Generally, the District is not responsible for stolen, lost, or damaged personal electronic devices brought to school. During the school day, to minimize distractions, students and their parents/persons in parental relation are asked to communicate via the school. Building staff must educate families on the building’s communication protocol. At the elementary and middle school levels, students’ personal electronic devices are prohibited, and it is recommended that they be left at home. If devices are brought to school, they must remain off and away in backpacks or in lockers. At the high school level, students’ personal electronic devices must be turned off or silenced without vibration and put away from the time students enter the school building until the end of the school day, including time spent in class, lunch, study hall, and between classes. Based on administrative discretion and budgetary allowances, this policy may be implemented through methods including, but not limited to, District-issued individual locked pouches, classroom cubbies or caddies, other technology or equipment, or by students keeping their devices in their own lockers or bags. Exemptions and special cases may be granted as outlined below. ​ ​ Students may be permitted to use their personal electronic devices in the classroom and other school spaces for specific educational purposes provided certain criteria are met: ●​ The student has registered the device with the District, in accordance with District procedures, and it is being used as part of the Bring Your Own Device (BYOD) program. ●​ With administrative approval, the teacher, coach, or activity advisor has authorized the use of specific personal devices for a particular activity, after which the device must be stowed per this policy. ●​ The student uses the personal device to access the Internet or authorized applications through the District’s network, under the terms of policy 5450.1 and 5450.1-R. Exemptions and Exceptions Parents or persons in parental relation may request an exemption for their children to use personal electronic devices during the school day for bona fide medical or disability-related reasons. Requests must be made to the Building Principal and must include documentation from an appropriate medical or educational professional. If an exemption has been granted, personal devices may only be used for the purposes outlined in the exemption, and the device must be silenced and put away when not in use. In emergency situations, exceptions to the prohibition of the use of personal electronic devices may be granted by teachers or administrators. Enforcement and Consequences ​ Enforcement of this policy is the responsibility of building administrative staff; however, all designated employees are expected to assist in enforcement. Students in violation of this policy must stow/secure their device or will have the device removed by administrators and retained in a secure location for the parent/person in parental relation to retrieve at the end of the school day. Specifics as to the manner and mechanism of retrieval will be outlined in the repsective school handbooks. Administrators will discuss the aims of this policy with students and their parents/persons in parental relations, the benefits of a distraction-free environment, the reasons the student had difficulty following this policy, and how the district can help the student. Subsequent violations may also result in consequences under the district’s Code of Conduct. ​ Some uses of personal electronic devices may constitute a violation of the school district’s Code of Conduct or other District policies, and in some instances, the law. The District will cooperate with law enforcement officials as appropriate. Electronic Devices and Testing ​ To ensure the integrity of testing, in accordance with State guidelines, students may not bring cell phones or other electronic devices into classrooms or other exam locations during State assessments. Teachers may grant specific permission for electronic device usage during tests other than State assessments. ​ Test proctors, monitors, and school officials have the right to collect cell phones and other prohibited electronic devices prior to the start of the test and to hold them for the duration of the test-taking time. Admission to the test will be prohibited to any student who has a cell phone or other electronic device in their possession and does not relinquish it. ​ Students with Individualized Education Plans, Section 504 Plans, or documentation from medical practitioners specifically requiring the use of electronic devices may do so as specified. Cross-ref:​ 5300, Code of Conduct 5450.1, Scarsdale Schools Responsible Use Policy Ref:​ Price v. New York City Board of Education, 16 Misc.3d 543 (2007) NYSED, Prohibition of Cell Phones and Electronic Devices in New York State Assessments, www.nysed.gov/educator-integrity/prohibition-cell-phones-and-electronic-devices-new-y ork-state-assessments. Adoption date: ---------------------------------------- ## Alaska's Strategic Framework: Artificial Intelligence for K-12 - Canonical URL: https://www.k12policies.com/policy/ak1 - Jurisdiction: AK (AK) - Level: state - Sector: state - Category: tech - Year: 2025 - Source PDF: https://education.alaska.gov/State_Board/october-2025/9.1_Alaska%20K12%20AI%20Framework_final_v2.pdf ### TL;DR This framework provides comprehensive guidance for K-12 education in Alaska on the ethical and responsible integration of AI, aiming to empower students and educators while fostering critical thinking and digital citizenship. ### Purpose The purpose of this framework is to offer flexible recommendations and considerations for school boards, administrators, educators, and students on integrating Artificial Intelligence, particularly Generative AI, responsibly within Alaska's K-12 education system. It seeks to augment human capabilities, enhance learning outcomes, and safeguard student well-being and data privacy, ultimately preparing students for an AI-driven world. ### Key provisions - Human-Centered AI: Ensure AI augments human capabilities and never replaces human judgment, with a focus on inquiry, reflection, and balanced approaches over bans. - Fair Access: Mitigate digital disparities by ensuring equitable access to AI tools, education, and necessary technology like broadband and devices for all students. - Transparency: Clearly communicate AI functionalities, limitations, and potential biases to all stakeholders, requiring explicit disclosure of AI use in educational materials. - Oversight: Establish clear lines of responsibility, human oversight for decisions affecting students, and rigorous evaluation of AI tools by dedicated teams. - Security: Prioritize robust protection of student data and digital well-being, including PII protection, cybersecurity, and compliance with federal and state laws. - Ethical Use: Promote responsible engagement with AI, focusing on intellectual property, preventing misuse, and building critical evaluation skills for AI-generated content. ### Who it applies to This framework applies to all students, teachers, staff, administrators, and third parties involved with AI technologies in Alaska's K-12 education system. ### Full text Alaska’s Strategic Framework Artificial Intelligence for K-12 Recommendations and Considerations for Districts Vision Statement To empower every Alaskan student and educator to ethically and effectively engage with Artificial Intelligence, fostering critical thinking, creativity, and responsible digital citizenship, thereby providing all learners with the opportunity and comprehensive support to thrive in an evolving, AI-driven world. Alaska AI K12 Advisory Group The purpose of this advisory group is to provide advice and support to the Division of Innovation and Education Excellence as they develop the AK Strategic Framework for Artificial Intelligence in K-12. Direction and resources are the outcomes from this workgroup. Your time and service are deeply appreciated. Name Position Organization Anthony White CS Content Specialist AKDEED Bill Burr Director of Technology AGSD Katie Oliver Associate Executive Director AASB Masoumeh Heidari Kapourchali, Ph.D. Assistant Professor UAA College of Engineering Matthew Calhoun, Ph.D. Executive Director ANSEP Nicole Fuerst KDLP Coordinator KIBSD Walter Barnes Technology Supervisor KIBSD Page 1 Artificial Intelligence + Education Artificial Intelligence (AI) refers to machine-based systems capable of making predictions, recommendations, or decisions that influence real or virtual environments for a given set of human-defined objectives. These systems can perform tasks that typically require human intelligence, such as learning, problem-solving, decision making, and receptive and expressive language. Within the realm of AI, Generative Artificial Intelligence (GenAI) has rapidly emerged as a transformative technology. GenAI is a broad category of AI models that can generate novel content, including text, images, audio, video, and code, in response to user prompts. Large Language Models (LLMs) are a powerful type of GenAI, and many of the most accessible and widely used applications, such as chatbots like ChatGPT, Microsoft CoPilot, and Google Gemini, are powered by them. These tools are increasingly integrated into various aspects of daily life, including education. Popular AI Chatbots ChatGPT Microsoft CoPilot Google Gemini Claude by Anthropic Perplexity AI The Cognitive Industrial Revolution “AI [is] affecting everything we do that uses language - be it communication, reasoning, analysis, selling, marketing, support, and services. And what makes it even bolder than the Industrial Revolution or the printing press is obviously the speed at which it will be moving…” -Reid Hoffman, LinkedIn co-founder Page 2 AI tools are rapidly transforming various sectors, and education is no exception. From streamlining administrative tasks to offering personalized learning experiences and reimagining instructional methods, AI presents a spectrum of possibilities. This framework acknowledges the profound impact of AI on the modern workforce, where proficiency in ethical and effective AI engagement is becoming a fundamental skill. By fostering critical thinking, creativity, and responsible digital citizenship through AI education, Alaska aims to prepare its students to thrive in an evolving AI-driven world. Purpose and Scope This framework provides comprehensive guidance on the appropriate and responsible integration of Artificial Intelligence (AI) tools, particularly Generative Artificial Intelligence, within Alaska’s K-12 education system. It is designed to serve as a flexible resource for school boards, administrators, educators, and students, offering recommendations and considerations rather than strict mandates. The overarching principle is that AI should serve to augment human capabilities, critical thinking, and creativity, never replacing essential human interaction, judgment or decision making in educational contexts. A balanced and informed approach to advancement of AI is preferred, as an outright ban impedes skill and career development, while unrestricted access falls short of needed protections. This framework aims to foster innovation, enhance learning outcomes, and safeguard student well-being and data privacy, ultimately contributing to the state’s overarching goal of providing an excellent education for every student every day. This guidance applies to all students, teachers, staff, administrators, and third parties who develop, implement, or interact with AI technologies used in Alaska’s education system, where permitted by local and state policy. It covers all current AI systems used for education and administration, including, but not limited to, generative AI models, intelligent tutoring systems, conversational agents, automation software, and analytics tools. This framework complements existing local policies on technology use, data protection, academic integrity, and student support. How to Use this Framework This framework is designed as a strategic and ever-evolving guide for Alaska's educational partners. • School Boards can use the Guiding Principles to inform policy development. • District Administrators can use the key areas of focus to direct implementation and professional development. • Educators can use this document to inform their classroom practices and pedagogical approach to AI. Page 3 Guiding Principles for AI Integration Human-Centered Fair Access AI must augment human capabilities, AI tools and education should be accessible critical thinking, and creativity, never to all students, actively mitigating replacing human judgment or decision- broadband disparities and device making in educational contexts. All AI use availability challenges across Alaska's should begin with human inquiry and diverse regions. culminate in human reflection and insight. Transparency Oversight The functionalities, limitations, and Clear lines of responsibility for AI tool potential biases of AI tools must be clearly selection and outcomes are vital. Robust communicated to all stakeholders. Explicit human oversight is mandatory for any disclosure is suggested when AI is used in decisions that directly impact students, educational materials or assessments. such as grading or disciplinary actions. Security Ethical Use Rigorous protection of student data and Promote responsible and ethical digital well-being is non-negotiable. This engagement with AI, fostering an includes protocols against unauthorized understanding of intellectual property sharing of Personally Identifiable rights, preventing misuse, and building Information (PII) and compliance with local, critical evaluation skills for all AI-generated state, and federal laws. content. Cultural Responsiveness AI tools should be critically evaluated and used to affirm, rather than diminish, the diverse cultures of Alaska. Proactive measures must be taken to mitigate algorithmic biases and prevent misinterpretation, misappropriation, or the exclusion of crucial local context. Page 4 Human-Centered AI must augment human capabilities, critical thinking, and creativity, never replacing human judgment or decision-making in educational contexts. All AI use should begin with human inquiry and culminate in human reflection and insight. A human-centered approach ensures that technology serves educational goals, empowering individuals rather than overpowering them. Approach to Generative AI Districts should move beyond outright bans and instead develop a balanced approach that allows for responsible implementation of generative AI tools. Empowering Educators Educators must have the autonomy to make professional decisions regarding AI use in their classrooms. Districts should support educators in updating syllabi and classroom policies to include AI integrity guidelines. Rethinking Education AI should be leveraged to enhance problem-solving, innovative design, and creative expression, aligning with existing Digital Literacy Standards. Research and Evidence Base Districts should engage in ongoing research and evaluation of AI initiatives. While robust, large-scale independe ---------------------------------------- ## Generative AI in K-12 Education: Guidance for Arizona Schools - Canonical URL: https://www.k12policies.com/policy/az1 - Jurisdiction: AZ (AZ) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://legacy.nau.edu/wp-content/uploads/sites/222/2024/05/NAU.GAIGuide.pdf ### TL;DR This document provides K-12 education leaders in Arizona with guidance on the responsible and ethical implementation of Generative Artificial Intelligence (GenAI) in schools, focusing on its potential for transformation while addressing associated risks. ### Purpose The purpose of this guidance is to assist Arizona K-12 school systems in navigating the integration of GenAI by offering a balanced perspective on its opportunities and risks. It aims to foster a common understanding of GenAI, encourage thoughtful implementation, and ensure that human agency and oversight remain central to its use in educational settings. ### Key provisions - Defines Generative AI (GenAI) and its place within broader AI concepts. - Explores GenAI use cases for teachers, students, schools, and administration. - Identifies risks associated with GenAI, including bias, misinformation, intellectual property, and data privacy. - Emphasizes responsible and ethical implementation with a focus on human agency and oversight. - Offers a three-stage implementation recommendation plan: Create a Strong Foundation, Build Momentum, and Continuous Improvement. - Suggests redefining academic integrity in the age of AI. ### Who it applies to This guidance primarily affects K-12 education leaders, teachers, students, and administrators within Arizona's school systems. ### Full text Generative Artificial Intelligence in K-12 Education Guidance for Arizona Schools and School Systems A Balanced Perspective Publication Date: May 2024 Please use and share this link to access the published version of this document. azk12.ai 1. Direct questions about this document to LeeAnn Lindsey at the Arizona Institute for Education and the Economy. 2. This document is a first version that reflects the time period within which it was written (Spring 2024). Version History DATE VERSION CHANGES & UPDATES 5/13/24 24.01 Original Publication Generative Artificial Intelligence in K-12 Education | Guidance for Arizona Schools and School Systems 2 Table of Contents Version History. ................................................................................................................................................. 2 Table of Contents. ............................................................................................................................................. 3 Message from the Arizona Institute for Education and the Economy................................................... 4 Acknowledgements. ......................................................................................................................................... 5 Introduction. ....................................................................................................................................................... 6 About This Document. ..................................................................................................................................... 7 Understanding GenAI....................................................................................................................................... 9 Powerful Teaching and Learning................................................................................................................... 10 AI Literacy. ...........................................................................................................................................................11 AI Integration. .....................................................................................................................................................12 Teacher Use Cases. ........................................................................................................................................................12 Student Use Cases. ........................................................................................................................................................13 Risks of Teacher and Student Use.............................................................................................................................14 Redefining Academic Integrity....................................................................................................................................15 School and Administrative Use...................................................................................................................... 17 Opportunities. .....................................................................................................................................................17 Risks.......................................................................................................................................................................17 Responsible and Ethical Implementation..................................................................................................... 18 Consideration #1: Bias. ....................................................................................................................................18 Consideration #2: Misinformation and Falsehoods.................................................................................19 Consideration #3: Intellectual Property. .....................................................................................................19 Consideration #4: Data Privacy.....................................................................................................................20 Consideration #5: Equitable Access. ...........................................................................................................21 Addressing Ethical Considerations. .............................................................................................................21 Implementation Recommendations. ............................................................................................................. 23 Stage 1 - Create a Strong Foundation. .......................................................................................................24 Stage 2 - Build Momentum. ...........................................................................................................................25 Stage 3 - Continuous Improvement.............................................................................................................26 Conclusion and Next Steps. ............................................................................................................................ 27 Additional Resources........................................................................................................................................ 28 References........................................................................................................................................................... 30 Generative Artificial Intelligence in K-12 Education | Guidance for Arizona Schools and School Systems 3 Our Message Message from the Arizona Institute for Education and the Economy When the Arizona Institute for Education and the Economy (AIEE) launched in the spring of 2023, I never imagined that artificial intelligence (AI) would become an initial focus area. However, as I traveled the state in the summer and fall of 2023 to meet with local leaders, both the energy and overwhelm around AI in education was palpable. It became apparent that the Institute, designed to create transformational solutions, would need to prioritize AI. Early in the 2023-2024 school year, the Institute published an article titled, “AI In Education: Top 10 Questions for School Systems Leaders.” The goal was to encourage schools and school systems to get off the sidelines, shift conversations about banning AI, and begin to learn more about AI policies, practices, tools, and trends. Later in the fall, the Institute hosted a statewide session that aimed to demystify AI and challenge education leaders to grapple with what this technology could mean for our profession. Recently, in partnership with the Arizona K-12 Center, we hosted a four-part podcast series on AI in Education. Now, we present to Arizona our state’s first official AI guidance for K-12 school systems. If you’ve been waiting for a signal to get started, consider this your permission slip. The light is green – it’s time to step on the gas. We don’t, however, encourage you to speed recklessly. Haphazard AI implementation is arguably worse than no AI implementation. That is why this document is subtitled, “A Balanced Perspective.” AI is a powerful, disruptive tool. It has the potential to transform education models and approaches to learning for good, but there are also pitfalls to avoid. We believe that responsible AI implementation can be an incredible agent of change in Arizona schools and classrooms if led by a true north star for student learning yet guided by the ethics that impact a just society. If we are wise with usage and implementation of AI, we will embark upon a new kind of intelligence – a collective intelligence. A profession – and quite possibly a society – where we harness the best of human intelligence and also leverage the efficiencies and generative power of artificial intelligence to create a collective intelligence. An intelligence smart enough to close achievement and opportunity gaps, address the ed ---------------------------------------- ## Artificial Intelligence in California: Learning with AI, Learning about AI - Canonical URL: https://www.k12policies.com/policy/ca1 - Jurisdiction: CA (CA) - Level: state - Sector: state - Category: tech - Year: 2023 - Source PDF: https://cdn.caeducatorstogether.org/files/uploaded/resource/yiwR6g3QWS47bp2zAHjtoiVpAtBLFrWPzQpCfzTvt8Disu1i/Artificial%20Intelligence%20in%20California_Learning%20with%20AI%20Learning%20about%20AI.%20CDE%20September%202023.pdf ### TL;DR This document provides guidance for California educators on integrating Artificial Intelligence into K-12 education, focusing on ethical use, safety, and preparing students for an AI-driven future. ### Purpose The California Department of Education (CDE) outlines strategies for educators and students to learn with and about AI, emphasizing ethical considerations, data privacy, and the development of AI literacy. The document aims to inform rather than prescribe, supporting schools in leveraging AI for personalized learning while prioritizing student safety and addressing potential biases. ### Key provisions - AI should be evaluated according to usage terms, with clear guidelines for data collection prioritizing student safety. - The CDE is committed to supporting AI-focused professional development for educators and administrators. - Educators should approach AI with an equity lens, understanding potential inaccuracies, bias, and social impacts. - Students need to build a conceptual understanding of how AI systems work, including their benefits and limitations. - Schools must consider COPPA and FERPA compliance when integrating AI, safeguarding student data and privacy. - AI can facilitate personalized learning, increase accessibility for marginalized populations, and expedite administrative tasks. ### Who it applies to This guidance document primarily affects K-12 educators, administrators, and students within the California school system, as well as educational leaders and organizations involved in technology integration. ### Full text Artificial Intelligence: California Department of Learning with AI, Education Learning about AI September 2023 Artificial Intelligence in California Learning with AI, Learning about AI September 2023 Introduction Please note: This document is meant to provide helpful guidance to our partners in education and is, in no way, required to be followed. The document is intended to be informative rather than prescriptive. The information is merely exemplary, and compliance with any information or guidance in this document is not mandatory. (See Educ. Code § 33308.5.) Emerging technologies often lead to new and exciting learning opportunities for students, particularly in increasing personalization and accessibility options. While Artificial Intelligence (AI) can be a valuable learning tool for educators and students, it must be evaluated according to usage terms, and clear guidelines for data collection should prioritize student safety. The California Department of Education (CDE) considers human relationships crucial in education, particularly when incorporating generative AI tools such as ChatGPT into schools. This is particularly vital in light of school closures that occurred in the recent past due to the COVID19 pandemic and other natural disasters, that left many educators and students physically isolated. AI or any other technology cannot replace the value of a student’s relationship with a caring educator who can connect on a human level. Artificial Intelligence: California Department of Learning with AI, Education Learning about AI September 2023 In accordance with State Superintendent of Public Instruction Tony Thurmond’s professional learning initiative, CDE is committed to supporting AI-focused professional learning for administrators and educators, to educate them about AI's benefits and limitations. The Professional Learning Initiative can keep educators up-to-date on emerging technology tools for the classroom. CDE’s Computer Science Coordinator has participated in numerous AI panels across the state and has led CDE’s STEAM (Science, Technology, Engineering, Arts, Mathematics) workgroup in introducing AI to CDE. The department hosted an AI panel discussion in May of 2023 entitled “Artificial Intelligence: Demystifying AI for CA Students,” and the Computer Science (CS) Coordinator regularly collaborates with members of the Computer Science Teachers Association and CSforCA AI workgroup to remain current on educational trends in the field of AI and other emerging technologies in respect to their impacts on education. CDE is preparing additional resources to support educators, including the implementation of an AI webinar series “Artificial Intelligence: Learning with AI, Learning about AI,” which features educators from K12 and postsecondary spaces, as well as industry professionals, complete with actionable resources for schools with a learner centered focus. CDE is participating along with multiple organizations including Code.org, Educational Testing Services, International Society for Technology in Education, Khan Academy, and World Economic Forum, in the TeachAI project (teachai.org), to engage in conversations with a goal of empowering educators to teach with and about AI. CDE encourages educators to approach AI with a lens of equity. As educators and students learn about potential inaccuracies, bias, and social impacts of AI, they build capacity to promote ethical use of technology. The department supports educators who adapt their teaching methods to incorporate emerging technologies effectively in line with student needs. Resources Information and resources related to AI in education are available on the California Educators Together Statewide AI group at https://www.caeducatorstogether.org/q/group/JM45qd3n. Artificial Intelligence: California Department of Learning with AI, Education Learning about AI September 2023 Where is AI in the world of today and tomorrow? AI is an integral part of our daily lives, from virtual assistants to recommendation algorithms that determine the content on social media feeds. At its core, artificial intelligence (AI) refers to computer systems designed to perform tasks that typically require human intelligence, such as understanding natural language, recognizing patterns, making decisions, and learning from data. AI systems start by ingesting vast amounts of data. This data can be in various forms, such as text, images, or numbers. For instance, in a language translation application, the input could be a sentence in one language. Once the data is inputted, AI systems employ algorithms to process and analyze it. Algorithms are akin to sets of instructions that guide the AI in making sense of the data. These instructions can involve complex mathematical operations, data transformations, and statistical modeling. After processing the data, the AI system generates an output, which could be a translation of the input sentence into another language in the case of the language translation example. AI systems often have a learning component, improving their performance over time by learning from new data, a process known as machine learning. In this age of AI, it is essential that both educators and students demystify this technology and grasp how it produces output. A conceptual knowledge of the benefits and potential risks of computing technologies is increasingly relevant for our students and educators alike. A growing knowledge about AI improves safety and efficiency when utilizing AI systems and supports understanding of potential inaccuracies and biases that may exist in their outputs. While we cannot predict the future, it appears certain that technology will continue to influence our personal and professional lives. A report by the World Economic Forum in 2023 indicates that 1.1 billion jobs are likely to be radically transformed within the next decade. Skills the workplace of the future will call for include artificial intelligence and machine learning, cloud computing, product management, and social media. According to the 2023 AI Index report by the Stanford Institute for Human Centered Artificial Intelligence, demand for AI related professionals is increasing in nearly every sector of the economy. As such, AI literacy is foundational for a well-rounded education to prepare students for today and tomorrow. California’s fundamental AI skills (addressed further in this document) for educators and students address both learning with and about AI, to promote efficient and ethical use of these emerging technologies in and outside of the classroom. Artificial Intelligence: California Department of Learning with AI, Education Learning about AI September 2023 Where might AI fit within California schools? As is the case with all technologies utilized in educational settings, student safety concerns underscore the importance of evaluating terms of use, data collection guidelines, and ethical use policies. Educators are encouraged to engage in professional learning regarding the capabilities and limitations of AI so that they may guide students in navigating a world in which AI permeates personal and professional lives. Professional learning can guide educators to supporting safe environments in which students learn with AI. Learning with AI can enhance academic learning in any content area, when implemented with safety and ethical use in mind. Educators and students learning with AI may have conversations regarding appropriate use of AI in and outside of the classroom, crafting ethical use guidelines together to ensure students build skills in leveraging the benefits of AI while maintaining academic integrity and maximizing learner responsibility. Educational leaders are encouraged to provide access to computer science education for all K-12 students so that students learn about AI equitably. As educators and students demystify AI systems, as they see past the perceived “magic” of these technologies and decons ---------------------------------------- ## Colorado Roadmap for AI in K-12 Education - Canonical URL: https://www.k12policies.com/policy/co1 - Jurisdiction: CO (CO) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://www.coloradoedinitiative.org/wp-content/uploads/2024/08/Colorado-Roadmap-for-AI-in-K-12-Education_August-2024.pdf ### TL;DR The Colorado Roadmap for AI in K-12 Education provides guidance for effectively and ethically integrating AI into teaching and learning to prepare students for an AI-infused future. ### Purpose This roadmap aims to empower educators and policymakers with the knowledge and tools to leverage AI effectively, fostering a more engaging, inclusive, and innovative educational environment. It outlines how AI can enhance teaching, impact learning, promote equity and inclusion, and how policy and tools can support these shifts, while recognizing challenges and ensuring human interaction remains central to education. ### Key provisions - Reshaping Teaching and Learning: Utilizing AI to make education more human, support critical thinking, and address equity gaps. - Advancing Equitable Access for All Learners: Ensuring all students have access to AI benefits, including personalized learning and assistive technologies. - Developing Policy for Transparent and Ethical Use: Addressing data privacy, bias, and promoting responsible AI use. - Enhancing the Teaching Profession: Using AI to support teachers, reduce workload, and attract new educators. - Promoting AI Literacy: Integrating AI literacy, data literacy, and ethical AI use into graduation requirements and curricula. - Dynamic Resource: The roadmap is designed to be updated regularly to reflect advancements and insights in AI. ### Who it applies to This roadmap primarily affects K-12 educators, administrators, students, policymakers, and industry leaders in Colorado involved in education. ### Full text AUGUS T 2024 COLORADO ROADMAP FOR AI IN K-12 EDUCATION: GUIDANCE FOR INTEGRATING AI INTO TEACHING AND LEARNING As our knowledge and understanding of AI continue to evolve, this roadmap and its guidance will be updated to reflect the latest advancements and insights. Always refer to Colorado Education Initiative’s website for the most recent version! coloradoedinitiative.org/ai-in-colorado-education AI in Education Roadmap 1 “AI is one of the next great frontiers. To maintain Colorado’s leadership in bringing new ideas and technologies to the world, it’s essential to establish a state-level strategy that integrates AI education into the curriculum for all students. The Gill Foundation has always viewed Colorado as a learning lab—a national hub of creativity and innovation. We are proud to support the development of Colorado’s AI Roadmap, ensuring the next generation of students has access to the knowledge that will not only define the jobs of tomorrow but also provide solutions to some of our greatest social challenges. Together, we can inspire and equip young minds to reach new heights and change the world.” —Brad Clark, President & CEO, The Gill Foundation “In the evolving landscape of AI in education, well-crafted state guidance is a first step in a long marathon that leads to the education transformation we seek for all students. Colorado has made that commitment and more with this roadmap.” —Pat Yongpradit, Chief Academic Officer, Code.org, Lead of TeachAI 2 | Colorado Roadmap for AI in K-12 Education: Guidance for Integrating AI into Teaching and Learning DEAR COLORADO EDUCATORS, STAKEHOLDERS, AND COMMUNITY MEMBERS We are pleased to introduce the Colorado Roadmap about data privacy, bias, and the role of human for AI in K-12 Education. Colorado has long been interaction in education. Similar concerns were raised recognized as a beacon for innovation, not only in when the internet first made its way into our schools, technology but also in education. Our state has never and while this is a different technology, we can ground shied away from a chance to pilot new models of some of our responses in lessons from that moment education, and we have a track record of stepping up and from other technological leaps. to find improved ways to equip students with skills they will need for a complex future. At this critical juncture, our schools must adapt and meet this moment with cautious optimism. The source Our opportunity to meet the moment related to artificial of our optimism lies in the transformative potential intelligence (AI) comes at a time when Colorado’s of AI to enhance teaching and learning, empower focus on the future has led to recent investments in educators, and ultimately improve educational economic development through Colorado’s designation outcomes for all students. CDE and CEI stand ready to as a Tech Hub with a focus on quantum technology. support you with guidance, tools, and resources. This Collectively, we can ensure Colorado’s young people roadmap also acknowledges how a globally available have what they will need to live, work, and lead in a technology can be piloted and embraced in our state’s future full of opportunity. unique context. Colorado’s essential skills include our commitment to fostering entrepreneurial competencies It is against this backdrop of innovation and progress in every student, embracing Colorado’s commitment that we release the Colorado Roadmap for AI in K-12 to ensure that our students are equipped with the skills Education. This roadmap is the result of a distinctly necessary to not just work but lead and thrive in an Colorado process: over the past seven months, more ever-evolving world. than 100 educators, policymakers, industry leaders, community members, and students have come We deeply appreciate those who contributed to the together to shape what we believe is one of the most development of this roadmap; the Gill Foundation who collaboratively produced AI education roadmaps in made the work possible through their financial support; the country. and the leaders and educators who commit to moving this work forward. This roadmap is a dynamic resource designed to support our local school districts as they develop their We invite you to explore the Colorado Roadmap for AI own approaches to integrating AI into teaching and in K-12 Education and join us in this exciting journey. learning. Recognizing the rapid pace of technological change, the roadmap emphasizes the importance Warm Regards, of flexibility and adaptability. It calls on state-level organizations, including the Colorado Department of Education (CDE) and Colorado Education Initiative (CEI), to create the conditions necessary for school districts to rapidly learn from each other and from Susana Córdova Rebecca Holmes Commissioner of President and CEO early adopters. Education Colorado Education Colorado Department Initiative We acknowledge the challenges associated with the of Education rapid spread of AI-enabled tools, including concerns Colorado Roadmap for AI in K-12 Education: Guidance for Integrating AI into Teaching and Learning | 3 CONTENTS Overview and Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Working Group Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . 6 Reshaping Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . 7 Advancing Equitable Access for All Learners . . . . . . . . . . . . . 14 Developing Policy for Transparent and Ethical Use. . . . . . . . 17 Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 As our knowledge and understanding of AI continue to evolve, this roadmap and its guidance will be updated to reflect the latest advancements and insights. Always refer to Colorado Education Initiative’s website for the most recent version! https://www.coloradoedinitiative.org/projects/ai-in-colorado-education/ 4 | Colorado Roadmap for AI in K-12 Education: Guidance for Integrating AI into Teaching and Learning OVERVIEW AND PURPOSE Opportunities and risks. Promise and peril. Hope and with AI will look like in a few years, we can use what we know skepticism. Not only is AI ushering in immense technological to guide us. We know the usage of AI among students and transformation, it brings with it the necessity of holding educators has increased substantially in the past year.1 We multiple truths simultaneously. AI offers unprecedented know that managing complex innovation requires clear vision, opportunities to reshape educational experiences and strong leadership, effective communication, stakeholder outcomes. It also brings significant risks that need to be engagement, and continuous improvement. And we know carefully managed, with an eye to a national and global that essential and deeply human skills such as collaboration, learning agenda and a grounding in context specific to critical thinking, and creativity are only rising in importance. Colorado. We have seen past technological innovations fall These key themes inform each working group and are short of their promise to drive substantive improvement embedded throughout their recommendations. on some of education’s most intractable challenges. With a thoughtful approach and shared effort across multiple organizations, this moment can be different. “Technology has completely changed the way we live - and the way we think, behave, and relate to each other.... Technology and its aftereffects - on Artificial intelligence, or AI, is technology that culture, behavior, and attitudes - have broken the enables computers and machines to simulate cycles of generations to form something novel.” (some) human intelligence and problem-solving —Jean M. Twenge, PhD, Generati ---------------------------------------- ## Ethical Considerations in the Appropriate Use of AI for Educators - Canonical URL: https://www.k12policies.com/policy/ga1 - Jurisdiction: GA (GA) - Level: state - Sector: state - Category: tech - Year: 2025 - Source PDF: https://www.gapsc.com/Ethics/Downloads/GaPSC%20Ethical%20Considerations%20in%20the%20Appropriate%20Use%20of%20AI%20for%20Educators_6-16-25.pdf ### TL;DR This document provides voluntary guidance for Georgia K-12 educators, administrators, and staff on the ethical and responsible use of AI in schools, emphasizing AI as a supplemental tool, not a replacement for human-centered teaching. ### Purpose The Georgia Professional Standards Commission (GaPSC) aims to provide a clear set of ethical principles, standards, and guiding questions for educators regarding AI use, anticipating and addressing concerns before harm occurs. It is intended to foster thoughtful conversations about the risks and ethical responsibilities of AI in K-12 education, complementing the Georgia Code of Ethics for Educators. ### Key provisions - Use only district-approved AI tools. - Model and teach responsible AI use, mitigating risks to academic integrity and student well-being. - Proactively protect personally identifiable information when using AI. - Apply professional judgment in evaluating, selecting, and using AI tools, aligned with all regulations. - Clearly and transparently communicate the use of AI in instructional and administrative practices. - Understand and mitigate bias in AI tools and potential results. ### Who it applies to This guidance document affects K-12 educators, administrators, staff (both pre-service and in-service), and students in Georgia, as well as educator preparation providers (EPPs) and school districts who may adopt or adapt this guidance. ### Full text Ethical Considerations in the Appropriate Use of AI for Educators 6/16/25 I. Introduction The Georgia Professional Standards Commission (GaPSC) is highly committed to an ethical educator workforce. Given the speed with which Artificial Intelligence (AI) is developing and the complex issues it presents, educators face rapidly shifting ethical challenges regarding its use in P-12 classrooms. With the increasing, varied, and ever-evolving use of AI, it is important for GaPSC to provide guidance to educators on ethical considerations in using AI, aimed at achieving positive professional practice while avoiding educator missteps. GaPSC’s Ethical Considerations in the Appropriate Use of AI for Educators is designed to provide a clear set of ethical principles, standards, and guiding questions regarding the use of AI. Proactive application of ethical standards can help educators anticipate and address concerns before harm occurs, and ongoing professional development can minimize the risks arising from AI’s use and misuse. This advisory document is designed to complement the Georgia Code of Ethics for Educators (COE). GaPSC’s AI Ethical Guidance Position Statement further clarifies the context of these Ethical Considerations in the Appropriate Use of AI for Educators. Forthcoming will be a variety of AI Ethical Guidance Resources including definitions, instructional videos, district policy/guidance exemplars, and more. This Guidance is a living document to be regularly updated as knowledge and practice evolves. Future revisions will, in part, be driven by the feedback survey accessible at the end of the Guidance document. Users are strongly encouraged to complete the survey to help continuously improve this Guidance. To collaboratively produce these Ethical Considerations in the Appropriate Use of AI for Educators, GaPSC assembled a representative development committee from P-12 school districts and schools, educator preparation providers (EPPs), RESAs, state agencies, educational organizations, and others. Purpose This document is intended to serve as voluntary statewide guidance for Georgia P-12 educators, administrators, and staff regarding the use of AI in schools and classrooms. School districts, individual schools, and educator preparation providers (EPPs) may adopt or adapt it for local use. The goal is to empower educators and students to use AI as a supplement to, not a substitute for, core human-centered teaching and learning. 1 Definition For the purposes of this document, the term “AI” refers to algorithms and software programs capable of producing new content—such as text, images, code, or audio—based on user prompts and training data. In the P-12 educational settings, these tools may include chatbots, content generators, lesson planners, or other ed-tech tools powered by machine learning or large language models. Audience The Guidance is intended for pre-service and in-service administrators, educators, and staff to inform their work with P-12 students, colleagues, parents, the community, and other educational stakeholders. GaPSC offers these suggested guidelines to proactively guide administrators, educators, and staff toward appropriate and ethical use of AI. Guidance Structure: The draft Guidance is comprised of seven principles, with each principle having its own standards and guiding questions. Accompanying the guidance are resources that will be regularly updated by the GaPSC. What the Guidance Is and What It Is Not This AI Ethical Guidance is about the responsible use of a powerful and rapidly-evolving technology. This Guidance is not intended to provide pedagogical strategies in using AI, nor is it intended to dictate specific policies, guidance, or procedures that are appropriate for your district or EPP. Instead, it is intended to spur thoughtful conversations among Georgia educational professionals and staff about the risks and ethical responsibilities associated with the use of AI in all aspects of P-12 education. Important Understandings About This Guidance: 1. These guiding standards reinforce our belief AI is not a primary source, meaning this technology should not take the place of the teacher, professional pedagogical practices, and other human-centered aspects of P-12 education. At the end of the day, AI should be viewed as a tool to facilitate instruction and learning. 2. Educators, administrators, and school staff are encouraged to cultivate a shared culture of curiosity and ongoing learning with respect to AI—actively exploring its capabilities, risks, and ethical dimensions together, and supporting one another in understanding its impact across all areas of education. 3. This Guidance supports the district/school developing an approved list of AI-acceptable tools. Most of these standards within the Guidance relate to that. 4. Given the rapidly changing capabilities and uses of AI, these standards are predicated on the idea that districts and individual educators will engage in ongoing review of how this technology is deployed in their districts. In particular, these standards should make clear that effective professional development regarding AI cannot be accomplished in single, standalone sessions; a more holistic and persistent approach is required. 5. It is particularly important for all members of the Georgia educational community to remember that AI is still an emerging and occasionally flawed technology. Since AI systems have been and continue to be trained on human-created content, the output of AI 2 must regularly be evaluated using the same standards applied to legacy sources - Is the output biased in some way? Is it attempting to manipulate the user? Is it factually accurate? The quality of AI outputs is a product of the data on which it is trained and the user inputs. 6. Some concepts and principles are repeated or restated in this Guidance. That is purposeful, as some concepts are relevant to multiple standards. 7. School districts and schools are encouraged to work closely with their EPP partners as they navigate the appropriate use of AI. Implementation It is understood and anticipated that implementation of these guidelines should be differentiated according to the size, capacity, and other contextual variables of each district. When adapting these guidelines to local use, however, districts should align their local policies and standards regarding AI with Georgia’s Guidelines for the Ethical Use of AI for Educators. Effective implementation requires clear reporting lines for misuse of AI, particularly with respect to data privacy breaches and malicious misuse. Ways to Use This Guidance First and foremost, this Guidance should be used to inform and spark conversations in each educational setting regarding the appropriate use of AI and the concomitant risks of doing so. Second, this Guidance should suggest topics for possible review and revision of the polices, frameworks, acceptable use guidelines, etc., which we strongly encourage. If a district or EPP does not have applicable policies or acceptable use guidelines, this Guidance may illuminate why they should be adopted. Third, this Guidance can provide insight into the types of professional development and ongoing training that may be useful to educators and staff, so that they can better understand AI, consider the boundaries of its appropriate use, and avoid ethical missteps. 3 II. Ethical Considerations in the Appropriate Use of AI for Educators Ethical Principle #1: When AI tools are used in the classroom, educators and/or staff have an obligation to ensure they are being used responsibly and ethically. Applicable Standards: 1. Educators should only use district-approved AI tools. 2. Use AI tools only when they enhance instructional effectiveness, student engagement, and/or learning outcomes. 3. Align AI use with developmental appropriateness across grade levels, curriculum goals and standards, learning objectives, district strategic plans, etc. 4. W ---------------------------------------- ## AI Planning Guide for Indiana Schools - Canonical URL: https://www.k12policies.com/policy/in1 - Jurisdiction: IN (IN) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://indianaonline.org/wp-content/uploads/2024/02/CIESC-KINL-IO-Branded-AI-Planning-Guide.pdf ### TL;DR This guide provides Indiana K-12 school districts with a framework and practical insights for strategically integrating Artificial Intelligence (AI) into their educational systems, covering leadership, policy, instruction, and operational aspects. ### Purpose The purpose of this document is to assist Indiana school districts in planning for the successful and ethical integration of AI. It offers guidance on addressing complex challenges, aligning AI efforts with educational goals, and ensuring responsible implementation. The guide aims to help districts develop a roadmap for AI integration that supports personalized learning, streamlines operations, and fosters a collaborative environment. ### Key provisions - Establishes a comprehensive AI Integration Framework for School Districts with levels: Investigating, Implementing, Innovating. - Outlines key considerations for Leadership & Vision, including aligning AI efforts with strategic priorities and leveraging uniquely human talents. - Addresses Policy, Ethical, & Legal Considerations, emphasizing the development of policies, prioritizing equity, and mitigating legal risks. - Provides guidance on Instructional Frameworks, Measuring Student Learning & Assessments, and Professional Learning. - Covers Student Use of AI, Business & Technology Operations, and Outreach to stakeholders. - Includes appendices with policy considerations, recommended language for AUPs, action considerations, risk assessments, and common pitfalls. ### Who it applies to This guide primarily affects K-12 school district leaders, administrators, educators, and students in Indiana, as well as the broader school community and stakeholders. ### Full text Planning Guide for AI: A Framework for School Districts PROVIDED IN COLLABORATION WITH In collaboration with Michigan Virtual, CIESC is proud to present this Planning Guide for AI: A Framework for School Districts. An earlier version of this publication was authored by our good friends at Michigan Virtual and has been modified for this release. They are a founding member of the VLLA and serve as a supplemental online course provider for students and offer extensive online professional development program- ming for educators in Michigan. They also operate the Michigan Virtual Learning Research Institute which has launched an AI Lab to help school leaders leverage AI to support teaching, learning and business operations. As a 25-year-old nonprofit organization, Michigan Virtual also provides quality school consulting services nationwide for organizations who want a collaborative partner with strategic planning, micro school creation, AI implementation, systemwide transformation, and other innovations to personalize education. To learn more about their consulting services, please visit https://michiganvirtual.org/consulting/ Table of Contents Artificial Intelligence (AI) Integration Framework for School Districts . . . . . . . . . . . 6 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Leadership & Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Policy, Ethical, & Legal Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Instructional Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Measuring Student Learning & Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Professional Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Student Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Business & Technology Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Appendix A Policy Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Appendix B Recommended Language for Existing AUP. . . . . . . . . . . . . . . . . . . . . . . 30 Appendix C Key Action Considerations & Discussion Prompts . . . . . . . . . . . . . . . . . 32 Appendix D Portrait of AI Integration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Appendix E AI Risk Assessment for School Districts. . . . . . . . . . . . . . . . . . . . . . . . . . 44 Appendix F AI Integration Common Pitfalls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Appendix G Glossary of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Planning Guide for AI: A Framework for School Districts 5 Artificial Intelligence (AI) Integration Framework for School Districts Investigating Implementing Innovating Leadership & District leadership is beginning to The district leadership has created a Leaders at all levels understand the Vision understand the potential uses of AI plan, along with an implementation district’s overall vision and harness AI to assist with teaching, learning, and team, to incorporate AI into various to enhance operational efficiencies and operations; however, they have not aspects of teaching, learning, and maximize student learning outcomes endorsed the widespread use of AI tools operations. The plan aligns with their while leveraging the distinct human or developed a plan. strategic priorities and includes a talents of educators and staff. baseline risk assessment. Policy, Ethical, The district is in the early stages of The district is establishing policies, The district has adopted Board- & Legal examining the policy, ethical, and legal reviewing ethical guidelines, and approved policies, robust ethical Considerations considerations associated with using strengthening a legal framework to guidelines, and a strong legal framework, AI to support teaching, learning, and address the challenges associated with demonstrating a commitment to operations, including the potential risks AI technologies, including student accountability, data privacy, compliance, and appropriate access for all student privacy, data protection, and responsible and continuous improvement in AI. populations. AI practices. There is consideration The district has a plan to evaluate the of how AI can be used to support all impact of AI, including efforts to narrow student populations, aiming to address educational equity gaps. equity gaps. Instructional Educators are independently exploring Educators are beginning to use AI tools The district’s instructional framework Framework the potential of AI-powered tools to to scale personalized learning activities. enables educators and students to use enhance their productivity; however, The tools enable teachers to develop and AI to accelerate personalized learning, little effort is being directed to change deliver tailored instructional activities foster learner ownership, leverage instructional practices. and resources that meet the unique intelligent tutoring services, enable data- needs and preferences of students. driven decision-making, or assist with teaching and educator administrative tasks. Learning Educators are beginning to explore Educators use AI tools and technologies Educators and students use AI to Assessments how AI tools can enhance formative to create assessments aligned with holistically assess learning experiences measures in quizzes, tests, projects, and personalized learning goals measuring and outcomes, including creativity, performance-based assessments. higher-order thinking skills and critical thinking, inventive problem- competencies. solving, and the application of knowledge in real-world situations. Professional The district is in the early stages of Educators have access to a variety of Educators have developed a strong Learning developing a plan for professional professional development opportunities understanding of AI, including ethical development opportunities focused to support the adoption and integration considerations, and have incorporated on AI tools and resources, leading of AI-based teaching tools and its use into reimagining learning educators to take the initiative to seek approaches aligned with the district’s pedagogies and assessment strategies. training independently. vision for student learning. Educators They are using AI systems and tools have the necessary expertise to teach AI that generate personalized professional ethics to students. development solutions. Student Use Students are being introduced to the Students engage with AI technologies Most students utilize AI to support basic concepts of AI and its potential in a variety of classes, demonstrating their learning goals, critically assessing applications in a handful of classes. They growing competence. They have AI’s societal impact, including biases, are developing an awareness of ethical explored the ethical implications of privacy concerns, and fairness issues, considerations related to AI use but have AI and have begun to collaborate on while making informed judgments about a limited understanding of responsible projects emphasizing the responsible the authenticity and origin of content. practice. and ethical application of AI tools. Evidence of use/proficiency is well Evidence of student us ---------------------------------------- ## Louisiana Department of Education AI Guidance - Canonical URL: https://www.k12policies.com/policy/la1 - Jurisdiction: LA (LA) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://doe.louisiana.gov/docs/default-source/technology-footprint/ldoe-ai-guidance.pdf ### TL;DR The Louisiana Department of Education provides comprehensive guidance for K-12 schools on the responsible and effective integration of AI, focusing on enhancing learning while addressing ethical concerns and academic integrity. ### Purpose This document aims to equip educators, leaders, and families with the foundational knowledge to understand and harness AI's transformative potential in Louisiana K-12 education. It seeks to ensure that AI is a powerful tool to personalize learning, enhance teaching practices, and prepare students for future careers, all while upholding academic integrity and ethical considerations. The guidance outlines strategies for safe, engaging, and innovative learning environments. ### Key provisions - Establishes guiding principles for AI integration: Data Privacy and Security, Ethical Considerations, Student-Centered Learning, Transparency and Explainability, and Professional Development. - Outlines strategies to mitigate plagiarism and cheating through education, detection tools, assessment design, technology integration, and classroom management. - Introduces the SAMR model for effective AI implementation, ensuring thoughtful integration beyond simple substitution. - Presents a tiered approach for AI tool usage (AI-Empowered, AI-Enhanced, AI-Assisted, AI-Prohibited) with connections to the SAMR model. - Provides an LDOE Framework for AI Integration focusing on Purpose & Research, Policy & Guidance, Engage Stakeholders, and Evaluation & Monitoring. - Addresses technical considerations, relevant laws and policies, and the necessity for training and support for successful AI integration. ### Who it applies to This guidance primarily affects K-12 educators, school leaders, staff members, students, families, educational technology innovators, policymakers, and researchers within the Louisiana education system. ### Full text # Artificial Intelligence in Louisiana Schools ## Guidance for K-12 Schools ### Updated 8.2.24 Fall 2024 * * * TABLE OF CONTENTS ABOUT THIS RESOURCE.....2 Introduction.....2 Vision.....2 Commitment.....2 Guiding Principles.....2 OVERVIEW OF AI.....3 What is AI?.....3 How Does AI Impact Education?.....3 CHALLENGES OF AI IN EDUCATION.....4 Navigating the Ethical Challenges of AI in Education.....4 STRATEGIES TO MITIGATE PLAGIARISM AND CHEATING.....5 Strategies.....5 INTEGRATING AI INTO CLASSROOM INSTRUCTION.....6 The SAMR Model: A Model for Effective AI Implementation.....6 LDOE Framework for AI Integration in K-12 Education.....8 SAFEGUARDS FOR AI IN EDUCATION.....9 School System Level.....9 School Building and Classroom Level.....10 TECHNICAL CONSIDERATIONS.....11 RELEVANT LAWS AND POLICIES.....12 TRAINING AND SUPPORT.....13 RESOURCES.....14 Glossary of Common Terms.....14 AI-Powered Tools for Teachers.....16 REFERENCES.....17 * * * # ABOUT THIS RESOURCE ## INTRODUCTION Recognizing the transformative potential of Artificial Intelligence (AI) in education and the complexities it introduces, the Louisiana Department of Education (LDOE) has developed this comprehensive guide. AI technologies raise data security and privacy concerns, but they also hold the potential to enhance teaching and learning practices. This guide aims to equip educators, leaders, and families with a foundation for understanding and harnessing the power of AI to improve teaching and learning practices in Louisiana. ## VISION The LDOE envisions a future where AI is a powerful tool to personalize learning, enhance teaching practices, and prepare students for careers. By equipping educators, leaders, and families with a deep understanding of AI, Louisiana schools will lead the nation in leveraging this technology to create safe, engaging, and innovative learning environments. The recommendations in this report offer information to school system leaders, school leaders, teachers and staff members, educational technology innovators, policymakers, and researchers to discuss the use of AI in all schools. ## COMMITMENT The LDOE is committed to empowering all students with the digital literacy skills necessary for the 21st century, preparing them for success in society and future career opportunities. ## GUIDING PRINCIPLES The LDOE has established Guiding Principles to ensure responsible and effective integration of AI technologies in Louisiana’s K-12 classrooms. **• Data Privacy and Security: Robust data privacy and security measures must be in place to protect student** information and ensure compliance with relevant regulations. ### • Ethical Considerations: AI should be used according to ethical principles, including fairness and avoiding potential biases in algorithms and data. ### • Student-Centered Learning: AI should personalize learning experiences, address individual student needs, and promote agency and ownership over learning. ### • Transparency and Explainability: AI systems should be transparent and explainable, enabling educators and students to understand how decisions are made and ensuring accountability. ### • Professional Development: Ongoing professional development ensures educators possess the knowledge and skills to integrate AI effectively into their teaching practices. ## Disclaimer This document is not intended to provide nor should it be in any way construed to offer legal advice to the recipients. The information provided in this document is for general information purposes only. It is strongly advised that schools and school districts considering the implementation and use of Artificial Intelligence should consult and work with their respective associated legal counsel in order to obtain legal advice relative to various applicable state and federal laws and regulations and ancillary issues. Assurances should be obtained from legal counsel who have thoroughly examined your proposed program for use of Artificial Intelligence to ensure that it is aligned with all applicable laws and ethical principles. ### ARTIFICIAL INTELLIGENCE IN LOUISIANA SCHOOLS * * * # OVERVIEW OF AI ## WHAT IS AI? AI is a rapidly evolving technology that enables computers and machines to mimic human intelligence and problem-solving abilities. At its core, AI is driven by machine learning, a process that enables computers to learn and improve from experience without explicit programming. By analyzing vast amounts of data in various formats (text, images, audio, video), machines can identify patterns, make predictions, and solve complex problems. Large Language Models (LLMs) are a particularly sophisticated type of AI. These models can understand, generate, and translate human language, making them capable of creating diverse content such as text, images, and audio. Google Gemini and ChatGPT are prominent examples of generative AI powered by machine learning and LLMs. AI is already deeply integrated into our daily lives, from powering virtual assistants like Siri and Alexa to personalizing recommendations on streaming platforms. In Louisiana classrooms, AI offers the potential to transform education. It can: ### • Personalize learning: Tailor instruction to each student’s unique needs and pace. ### • Increase engagement: Create interactive and immersive learning experiences. ### • Enhance efficiency: Automate repetitive tasks, freeing teachers to focus on individualized support. ### • Provide data-driven insights: Analyze student performance to identify areas for improvement. In alignment with the LDOE’s goals, integrating AI into classrooms is a crucial strategy for ensuring access to high-quality education for all learners. By embracing safe and ethical AI practices, Louisiana educators can leverage this technology to improve teaching and learning, providing students with the knowledge and skills they need to thrive. ## HOW DOES AI IMPACT EDUCATION? The LDOE recognizes AI’s potential to improve learning across our state. AI in education refers to applying AI techniques to enhance learning and teaching processes. It extends beyond computer science, aiming to leverage machine intelligence to improve educational experiences across various disciplines. This technology does not simply replicate human tasks. AI can analyze vast amounts of data to identify patterns and trends unseen by educators, allowing for a more impactful learning experience for every student in Louisiana. **However, AI is most effective as a supportive tool that empowers educators rather than serving as a replacement** **for their expertise.** ## A Shared Responsibility: Ensuring Safe Use of AI in Schools AI presents a transformative opportunity for Louisiana’s education system, offering innovative ways to customize learning, streamline tasks, and enrich the classroom experience. However, the integration of AI also introduces new considerations for student safety, especially concerning data privacy and cybersecurity. The LDOE recognizes that ensuring the safe use of AI in schools is a shared responsibility among educators, school leaders, families, students, and other external stakeholders. Through these collective efforts, The LDOE seeks to foster a learning environment where AI is leveraged responsibly to empower Louisiana students. ### ARTIFICIAL INTELLIGENCE IN LOUISIANA SCHOOLS * * * # CHALLENGES OF AI IN EDUCATION ## NAVIGATING THE CHALLENGES OF AI IN EDUCATION The advancement of AI presents new opportunities and complex ethical considerations for Louisiana’s education system. AI can potentially transform the current teaching and learning practices landscape, but its integration raises essential questions about academic integrity and the authenticity of student work. The LDOE aims to navigate these ethical challenges, guiding AI’s responsible and thoughtful integration in Louisiana classrooms. By fostering open dialogue and informed human decision-making, AI can enhance learning while maintaining the rigor and standard ---------------------------------------- ## Massachusetts Guidance for Artificial Intelligence in K-12 Education - Canonical URL: https://www.k12policies.com/policy/ma1 - Jurisdiction: MA (MA) - Level: state - Sector: state - Category: tech - Year: 2025 - Source PDF: https://www.doe.mass.edu/edtech/ai/ai-guidance.pdf ### TL;DR A comprehensive framework for Massachusetts school districts to navigate the ethical, legal, and instructional integration of artificial intelligence in K-12 education. ### Purpose The guidance is designed to support district leaders in creating local policies and implementation plans for AI. It aims to foster a shared foundation for responsible integration, promote AI literacy, and build adaptive systems that evolve with emerging technologies while prioritizing student safety and educational equity. ### Key provisions - Adoption of five core ethical principles: Data Privacy & Security, Transparency & Accountability, Bias Awareness & Mitigation, Human Oversight, and Academic Integrity. - Guidelines for addressing the three digital divides: Access, Use, and Design. - Requirement for compliance with federal and state laws including FERPA, COPPA, IDEA, and Section 504. - Emphasis on AI literacy for all stakeholders, integrated into the Digital Literacy and Computer Science (DLCS) standards. - Instructional shifts toward process-based assessments and human-centered rubrics to maintain academic integrity without over-reliance on AI detection tools. - Operational oversight for AI use in district budgeting, hiring, and procurement processes. ### Who it applies to District leaders and superintendents; School administrators; Educators and instructional coaches; Students; Families and caregivers; IT and Data professionals; Community and industry partners ### Full text Massachusetts Guidance for Artificial Intelligence in K–12 Education M A S S A C H U S E T T S G U I D A N C E F O R A R T I F I C I A L I N T E L L I G E N C E I N K – 1 2 E D U C AT I O N Welcome and Acknowledgements Massachusetts Guidance for Artificial Intelligence in K-12 Education is designed to support district leaders in creating and refining implementation guidance as well as creating or refining AI-related policies. Grounded in the Commonwealth’s educational vision1, it offers a foundation for developing local guidance and policies while training educators, responsibly integrating AI tools, strengthening AI literacy and building adaptive systems that evolve with emerging technologies. The Massachusetts Department of Elementary and Secondary Education’s Offices of Education Technology (OET) and Digital Literacy and Computer Science as well as our AI Task Force partnered with ISTE+ASCD to develop this guide for district leaders in Massachusetts. We extend our gratitude to the AI Task Force members for bringing their knowledge, perspective, and needs to the development process. DESE TEAM MEMBERS Andréa Coté, CETL, Assistant Director of EdTech Jackie Gantzer, Director of EdTech and School Support Alva Laster, Digital Literacy and Computer Science Program Coordinator Paula Moore, Digital Literacy and Computer Science Content Lead Greg Kulowiec, AI Consultant AI TASK FORCE MEMBERS Kate Carbone, Salem Public Schools Joe Kidd, Norwood Public Schools Chris Parker, Gateway Regional Ruiz Clark, Brookline Public Schools Kate Kinsman, Landmark School Kate Olender, Lenox Public Schools Brad Crozier, Sudbury Public Schools Heather Leonard, Manchester Essex Regional Elena Schuck, Dennis-Yarmouth Regional Rayna Freedman, Mansfield Public Schools Sonia Mitchell, Springfield Public Schools Allen Wang, KIPP Academy Charter School Haruna Hosokawa, Boston Public Schools Jennifer Mullin, Nauset Public Schools We appreciate the valuable feedback provided by additional DESE team members and educators representing organizations from across Massachusetts. Furthermore, we thank Alan Coverstone and Tara Nattrass for leading us through the drafting and development of this resource. Together, we are moving forward to support safe, ethical, and equitable integration of AI in education focused on enhanced educational outcomes and opportunities for all students across Massachusetts. 1 Johnston, R. D. (2024). Overview of DESE’s educational vision & catalog of aligned supports. Retrieved April 9, 2025, from https://www.doe. mass.edu/commissioner/vision/vision-supports.pdf ACKNOWLEDGEMENTS 2 M A S S A C H U S E T T S G U I D A N C E F O R A R T I F I C I A L I N T E L L I G E N C E I N K – 1 2 E D U C AT I O N Contents Overview Document At A Glance 4 Guidance Foundations Understanding Artificial Intelligence in Education 6 Principles for Ethical AI Use 10 Implementation Using this Document: Organizing for Action 14 Implementation Framework for Schools and Districts 19 AI-Integration Equity and AI: Addressing Harmful Bias and Access 24 Legal Foundations for AI Use 29 AI Literacy: Teaching about AI 35 AI Literacy: Teaching with AI 42 Academic Integrity 49 District Operations 55 Conclusion 61 Supplemental Checklists and Tools Appendix: District AI Integration Potential Actions Checklists 63 Supplemental Resources Citations 73 This document is intended to support districts that choose to explore or implement AI in their schools. The Department is not recommending or requiring the use of AI in schools—those decisions remain with local leaders. Rather, this guidance is designed to help districts that opt to move forward with AI develop thoughtful, responsible, and equitable approaches. Grounded in the Commonwealth’s educational vision, it offers a foundation for local policy development, educator training, AI literacy, and the creation of adaptive systems that evolve alongside emerging technologies. CONTENTS 3 M A S S A C H U S E T T S G U I D A N C E F O R A R T I F I C I A L I N T E L L I G E N C E I N K – 1 2 E D U C AT I O N Document At A Glance SECTION WHAT’S IN THIS SECTION 1. Understanding Artificial Intelligence in Education Provides definitions of AI types and discusses their relevance in educational settings including current landscape considerations. 2. Principles for Ethical AI Use Introduces five core principles for ethical AI use and offers guidance for applying them in decision- making. 3. Using this Document: Organizing for Action Explains how to use the guidance document effectively, emphasizing alignment with district priorities and long-term change processes. 4. Implementation Framework for Schools and Districts Offers a structured framework to guide phased AI implementation and leadership team formation. 5. Equity and AI: Addressing Harmful Bias and Access Discusses strategies for ensuring equitable access, addressing bias, and promoting inclusivity in AI use. 6. Legal Foundations for AI Use Highlights key legal considerations for AI implementation, including privacy, accessibility, and compliance with state and federal laws. 7. AI Literacy: Teaching ABOUT AI Outlines competencies for understanding and critically engaging with AI across all educational roles. 8. AI Literacy: Teaching WITH AI Provides strategies for using AI tools in teaching and learning to enhance engagement and creativity. 9. Academic Integrity Focuses on maintaining integrity in academic work including considerations around authorship, citation, and ethical AI use. 10. District Operations Addresses the integration of AI into district operations such as budgeting, staffing, and resource management. DOCUMENT AT A GLANCE 4 M A S S A C H U S E T T S G U I D A N C E F O R A R T I F I C I A L I N T E L L I G E N C E I N K – 1 2 E D U C AT I O N SECTION Understanding Artificial Intelligence in Education M A S S A C H U S E T T S G U I D A N C E F O R A R T I F I C I A L I N T E L L I G E N C E I N K – 1 2 E D U C AT I O N Understanding Artificial Intelligence in Education INTRODUCTION Artificial Intelligence (AI) is no longer a distant possibility—it’s a present reality, increasingly embedded in the tools, systems, and decisions shaping education. Educators and students are already encountering AI through everyday platforms used for instruction, communication, and operations. This rapid integration of AI brings both promise and complexity, requiring thoughtful, ongoing leadership from schools and districts throughout Massachusetts as these technologies offer the potential to shift current practices and future needs of students and educators. WHY THIS MATTERS AI presents exciting opportunities but also significant risks if implemented without understanding and intentionality. As with past waves of technology, the promise of innovation will be weighed against equity concerns, ethical implications, and system readiness. This guidance supports leaders in balancing those trade-offs responsibly. From personalized learning applications to school and system operations, AI is increasingly embedded in the educational ecosystem. For district leaders, this means that AI is becoming a powerful and evolving feature affecting multiple decisions. As AI capabilities grow and we offer guidance around its use, the need to understand what AI is, and what it isn’t, becomes more urgent. This section offers foundational awareness and background knowledge for district leaders, educators, students, and community members. It defines AI, clarifies the different types of tools, and introduces early implications for classroom use, guidance and policy development, and educational equity. WHAT IS AI? AI refers to computer systems that are designed to perform tasks that typically require human intelligence. These include recognizing speech, processing language, analyzing data, detecting patterns, making predictions, generating new content—and increasingly, taking action based on that information. In educational contexts, AI tools may ---------------------------------------- ## NCSSM Residential Life Handbook - Canonical URL: https://www.k12policies.com/policy/ncssm1 - Jurisdiction: North Carolina School of Science and Mathematics (NC) - Level: school - Sector: public - Category: conduct - Year: 2020 - Source PDF: https://ncssm.contentdm.oclc.org/digital/api/collection/p16993coll3/id/3163/download ### TL;DR This document outlines policies for K-12 students regarding refrigerators, laundry, lounge use, quiet study areas, and general communal living considerations, emphasizing respect and cleanliness. ### Purpose The purpose of this document is to establish clear guidelines and expectations for K-12 students living in dormitories regarding various aspects of communal living, including the use of facilities, maintaining shared spaces, and fostering a respectful environment. ### Key provisions - Refrigerators are permitted if they meet size restrictions (max 2.5 cubic feet), are limited to one per room, and are kept clean and subject to inspection. - Two central, coin-operated laundry facilities are available, with specific locations serving different dorms; operating hours will be posted. - Lounges in each hall are for student use, including study and entertaining; some may be smoking areas, and students are responsible for maintaining cleanliness and order. - Reynolds Pavilion and Wyche House are designated Quiet/Study dorm areas for 1982-83, intended for students seeking a quieter, self-regulating environment. - Communal considerations emphasize cleanliness in public areas, quiet hours, and mutual respect among residents. - New students are assigned rooms based on roommate questionnaires, while returning students make requests during the Spring term. ### Who it applies to K-12 students residing in the dormitories, including new and returning students, are affected by these policies. ### Full text : REFRIGERATORS Students will be allowed to keep a refrigerator in their room under the following conditions 1. 2. 3. 4. The unit is not larger than 2.5 cubic feet and runs on a regular house current. One per room. Units are to be kept clean and are subject to inspection at all times. Students who do not maintain their unit will be asked to take it home. LAUNDRY FACILITIES There will be two central laundry areas available for student use. Washers and dryers are coin-operated. The laundry center in Reynolds Complex will serve reThe laundry center located behind the of Beall and Bryan. sidents Reynolds, Hours of operation will Assembly Hall will accommodate Hill and Wyche students. be posted. LOUNGE USE Lounges are available in each hall for the use of students. Public lounges may Each dorm has a TV lounge and be used for study or for entertaining visitors. some lounges may be designated as smoking areas. Intervisitation is limited to for keeping these areas and main lounge areas. Students are responsible all public clean and orderly. Areas that are not attended to may be closed down for a period of time designated by the staff. QUIET/STUDY AREAS Reynolds Pavilion and Wyche House will be designated as Quiet/Study dorm areas for 1982-83. This setting provides students with a quieter and more self-regulating environment in which to live. Students are given the opportunity to sign-up for are expected to these areas and uphold the philosophy a study area indicates. D. COMMUNAL CONSIDERATIONS j Orde r Please show consideration for fellow students by leaving lounges and other public areas the way you would like to find them. : Quiet Consideration of others is important especially late at night and in the early morning hours. Neighbors should be consulted when plans for a party are being made. : Respect All that is required to make a living environment comfortable is mutual respect for all members of the community. : E. HOUSING POLICIES AND PROCEDURES Ro om Assignment Procedures : New students will be assigned rooms during the summer prior to the Fall term. These students receive a "Roommate Questionnaire". Room- mates are matched according to similar interests and personal requests. students make their request during the Spring term. 14 Returning ---------------------------------------- ## SCGSSM Student Handbook 2025-26 - Canonical URL: https://www.k12policies.com/policy/scgssm1 - Jurisdiction: South Carolina Governor's School for Science & Mathematics (SC) - Level: school - Sector: public - Category: conduct - Year: 2025 - Source PDF: https://www.scgssm.org/sites/default/files/FINAL%2025-26%20Student%20Handbook%20for%20posting.pdf ### TL;DR This K-12 policy document outlines the comprehensive academic, residential, and ethical standards for students at the South Carolina Governor's School for Science & Mathematics (GSSM) for the 2025-2026 academic year. It emphasizes holistic development, academic integrity, and community responsibility. ### Purpose The purpose of this handbook is to welcome students and families to the 2025-2026 academic year at GSSM and to clearly communicate the policies, procedures, and practices that govern the school community. It aims to ensure student success, promote a safe and healthy environment, foster ethical leadership, and clarify expectations for academic performance and community engagement. The document serves as the foundational text for the partnership between students, their families, and the school. ### Key provisions - Students must complete a minimum of five courses per semester, earning a C or better in all courses for a GSSM diploma. - A mandatory Research & Inquiry Program and two January Interim courses are required for graduation. - All students must complete 100 hours of Community Engagement service (50 hours per year). - Comprehensive Academic Integrity policies are enforced, covering cheating, plagiarism, fabrication, and unauthorized use of AI, with clear procedures for warnings, violations, and appeals. - Detailed attendance, absence, and makeup policies are outlined, requiring online forms for excused absences and imposing penalties for unexcused ones. - Strict guidelines for Quality Uninterrupted Engaged Study Time (QUEST), ConQUEST, Pre-QUEST, and PUG QUEST are in place to support academic focus. - Procedures for student records, residency requirements, fees, room security deposits, and withdrawal from GSSM are specified. - The document includes guidelines for on-campus life, safety and security, leaving campus, activities, athletics, senior privileges, dining services, wellness services, college counseling, student dress code, and appropriate technology use. - The Honor Code prohibits lying, cheating, stealing, academic dishonesty, vandalism, illegal intervisitation, and violations of state/federal law; students are encouraged to report violations. - GSSM reserves the right to revise, create, and clarify policies and procedures as warranted for the safety and well-being of the school community. ### Who it applies to This policy document primarily affects students, their parents/guardians, and all faculty and staff members of the South Carolina Governor’s School for Science & Mathematics. ### Full text i Welcome to the 2025-2026 Academic Year… a New Season and a New Day!!! At the South Carolina Governor’s School for Science & Mathematics (GSSM), the overall well-being of our community is and always will be our primary focus. We are committed to developing the total person; focusing on our students’ intellectual and developmental growth with safety and wellness guiding all we do. Our goal is to assist students in becoming responsible citizens and ethical leaders. Opportunities to support leadership and character development are offered throughout the GSSM experience. This educational journey for our students is greatly enhanced when GSSM families embrace academic and community standards and partner with GSSM educators who are committed to ensuring our students’ success. The teachers and staff at the Governor’s School are committed to promoting and encouraging the values of accountability, commitment, compassion, fairness, honesty, respect, responsibility, safety, trust, and wellness. As a member of this community, we ask that you embrace these ideals. To support student success and an effective partnership, students (and their parents/guardians) must be familiar with the policies, procedures, and practices that govern our community. Students and their parents must also keep the lines of communication open between those who are here to provide support services. This allows us to provide support and to help facilitate resolution before things escalate and get out of hand. We are committed to providing appropriate support, but we cannot be expected to do so if we are not made aware of matters that may need attention or intervention. Several years ago, our president began to encourage us toward a culture of kindness. Last school year, the school initiated GSSM: A Community of Consciousness. This initiative highlights eight constructs (welcome, safe, nurture, respect, thrive, belong, value, and empower) designed to encourage community and collective responsibility for all. We want these key words to be actualized throughout your experience. Each of you is an important part of this reality for yourselves and your peers. This ties in very closely with our president’s promotion of kindness. How we treat each other matters and what we do and say not only impacts us, but those around us. All students and families are expected to read this handbook thoroughly and in its entirety. We also recommend that you discuss it as a family and contact us if you have questions. This document is the substructure of the three-prong partnership that exists among our students, their families, and the school; and several departments contribute to its content. Students are responsible for all of the material in this book, and they are expected and required to follow all guidelines and policies contained within its pages. These policies have been designed for students’ benefit and safety, and they support the best possible learning environment and outcomes for all community members so please keep it close for reference. All students are bound by the Honor Code of GSSM while enrolled at the Governor’s School and when participating in school sponsored activities. This applies on campus and off and during Long Weekends and breaks. Also, be aware that GSSM reserves the right to revise, create, and clarify policies and procedures as warranted for the safety and well-being of the school community. HAVE A GREAT YEAR!!! i TABLE OF CONTENTS I. INTRODUCTION AND STATEMENT OF PRINCIPLE ........................................ 1 A. B. C. D. E. F. II. STUDENT RECORDS, RESIDENCY, AND FEES ............................................... 4 A. B. C. D. E. F. III. Mission Statement............................................................................................................... 1 Student Development Mission ............................................................................................ 1 Curriculum and the Educational Experience ....................................................................... 1 Philosophy and Expectations .............................................................................................. 2 Importance of Community ................................................................................................... 3 Honor Code and Honor Statement ..................................................................................... 3 Notification of Rights Under the Family Educational Rights and Privacy Act (FERPA) ...... 4 Policy for Maintenance, Retention and Disclosure of Student Records ............................. 5 State and United States Residency Requirement .............................................................. 5 Fees and Deposits .............................................................................................................. 5 Room Security Deposit ....................................................................................................... 6 Withdrawing from GSSM .................................................................................................... 6 ACADEMICS ........................................................................................................ 7 A. Academic Calendar ............................................................................................................. 7 B. Academic Requirements ..................................................................................................... 7 C. Academic Eligibility to Continue at GSSM .......................................................................... 8 D. Research & Inquiry Program ............................................................................................... 9 E. Community Engagement .................................................................................................... 9 F. January Interim ................................................................................................................... 9 G. Academic Integrity............................................................................................................. 10 H. Grade Appeal Policy ......................................................................................................... 15 I. Grade Point Average Equivalencies ................................................................................. 16 J. Class Rank ........................................................................................................................ 18 K. Academic Advisors............................................................................................................ 18 L. College Credit Hours for GSSM Courses ......................................................................... 18 M. Independent Studies ......................................................................................................... 21 N. Attendance, Absences, and Makeup Policy ..................................................................... 21 O. General Course Policies ................................................................................................... 24 P. Meetings and Assemblies ................................................................................................. 26 IV. STUDYING ON CAMPUS AND LIBRARY USE ................................................ 27 A. B. C. D. E. F. G. H. I. V. QUEST .............................................................................................................................. 27 ConQUEST (CONcentrated QUEST) ............................................................................... 27 Pre-QUEST ....................................................................................................................... 28 Guided QUEST ................................................................................................................. 29 PUG QUEST ....................................................................... ---------------------------------------- ## Hotchkiss Almanac: Community Life Guidelines 2024-25 - Canonical URL: https://www.k12policies.com/policy/hotch1 - Jurisdiction: The Hotchkiss School (CT) - Level: school - Sector: private - Category: conduct - Year: 2024 - Source PDF: https://resources.finalsite.net/images/v1724336433/hotchkiss/nshvkouzrpwjntaqd0bn/2024-25-Almanac-082124.pdf ### TL;DR This K-12 policy document outlines the comprehensive guidelines for student life at Hotchkiss School, covering academic, residential, co-curricular, and health aspects to foster a supportive and disciplined learning environment. ### Purpose The Almanac serves as a comprehensive guide and handbook for Hotchkiss students and their families/guardians, explaining the School's values, philosophy, and expectations. It provides detailed information on school rules, policies, programs, and services, aiming to foster integrity, openness, responsibility, and empathy within the community. The document emphasizes that while policies are generally applied, the School reserves the right to deviate to address circumstances in the best interests of the entire community, and policies may be periodically revised. ### Key provisions - Mission & Values of Our Learning Community: Outlines the school's commitment to excellence, integrity, empathy, and responsible citizenship. - Academic Life: Details diploma requirements, academic support services, academic accommodations, academic integrity policies (including warnings against cheating, plagiarism, and unauthorized collaboration), course load expectations, and procedures for late/missed coursework and semester finals. - Student Life: Covers attendance policies, dress code, student ID card usage, healthy relationship expectations (including mandatory reporting of certain violations), health center services, smartphone/cell phone use restrictions, dining services, food delivery rules, driving regulations, and campus bounds and leave procedures. - Residential Life: Describes dorm teams, policies regarding occupancy and room changes, dorm room amenities, safety and privacy guidelines, study hall schedules, check-in and lights-out times, and healthy sleep habits. - Co-Curricular Program & Student Activities: Mandates student participation in co-curricular activities, including athletics, outdoor programs, and alternative team options, outlining guidelines for pre-season training, sports-related health care, and student clubs/publications. - Community Regulations & Discipline Process: Addresses major school rules, the Code of Ethical Conduct, harassment/discrimination policies, sexual misconduct, and the disciplinary process through committees like the Discipline Committee and Community Conduct Council. - Student Health: Provides information on health insurance, immunizations, prescription medications, counseling services, medical excuses, sports medicine, and the policy on sharing health information. - Involuntary Withdrawal: The School reserves the right to deny admission, not re-enroll, or require immediate withdrawal if a student cannot engage in programs, poses harm, or negatively impacts the community or school operations. ### Who it applies to This policy document primarily affects all K-12 students enrolled at The Hotchkiss School, their families and guardians, and faculty and staff responsible for implementing and upholding these guidelines. ### Full text ALMANAC COMMUNITY LIFE GUIDELINES SCHOOL YEAR 2024-25 TABLE OF CONTENTS 1. INTRODUCTION 4.16 Transportation to and from School 1.1 Head of School’s Welcome 1.2 The Almanac’s Purpose 1.3 Partnering with Hotchkiss 1.4 Mission & Values of Our Learning Community 1.5 Code of Ethical Conduct 1.6 Environment & Sustainability 1.7 Harassment & Anti-Discrimination Statement 1.8 Responsible Citizenship 1.9 Student Names & Pronouns 1.10 A Word on Nomenclature 3 4 4 5 6 6 6 6 6 6 4.17 Leaving Campus on Weekends 4.18 Other Leaves 4.19 Suspension 4.20 Involuntary Withdrawal 5. RESIDENTIAL LIFE 5.1 Dorm Teams 5.2 Dorm Policies 5.3 Occupancy 5.4 Requesting Housing Accommodations 5.5 Room Changes 2. OUR COMMUNITY 5.6 Dorm Room Amenities 2.1 A Commitment to Well-Being & Belonging 7 5.7 Room Guidelines 2.2 A Network of Support: Advisors, Deans, Teams, & Proctors 8 5.8 Additional Items & Appliances 2.3 Key Contacts 9 5.9 Safety & Privacy 2.4 Student Competencies 10 5.10 Study Hall 5.11 Check In/Curfew 3. ACADEMIC LIFE 5.12 Lights-Out 3.1 Diploma Requirements 11 5.13 Healthy Sleep Habits 3.2 Academic Support 11 5.14 Day Students & Sleepovers 3.3 Academic Accommodations 11 5.15 Residential Visiting 3.4 Academic Integrity 11 5.16 Fire Safety & Fire Drills 3.5 Course Load, Homework, & Assessments 12 5.17 Room Inspection 3.6 Late & Postponed Coursework 13 5.18 Room Searches 3.7 Work Missed During Term 13 3.8 Semester Finals 14 6. CO-CURRICULAR PROGRAM 3.9 Grades & Comments 15 & STUDENT ACTIVITIES 3.10 Work Incomplete at End of Term 15 6.1 Co-Curricular Program 3.11 Failed Courses 16 6.2 Athletic Program 3.12 On-Campus Academic Medical Modification Policy 16 6.3 Pre-Season Training & Practices 3.13 Absences and Academic Credit 16 6.4 Occasional Athletic Events During Breaks 3.14 Academic Review Committee (ARC) 16 6.5 Outdoor Team Program 3.15 Reclassification 17 6.6 Alternative Team Program 3.16 Students Separated from School 17 6.7 Co-Curricular Projects 3.17 Readmission 17 6.8 Sports-Related Health Care 3.18 Committee on Honors and Academic Standing (CHAS) 18 6.9 Student Activities 3.19 Absences for Standardized Tests 18 6.10 Clubs, Affinity Groups, & Publications 3.20 Off-Campus Programs 18 7. COMMUNITY REGULATIONS 3.21 Related Academic Matters 19 7.1 Major School Rules 4. STUDENT LIFE 7.2 The Code of Ethical Conduct & Professional Boundaries 4.1 Attendance Policy 21 7.3 Dorm Infractions 4.2 Dress Code 22 7.4 Harassment, Discrimination, Bullying, & Hazing 4.3 Student ID Card 22 7.5 Sexual Misconduct 4.4 Healthy Relationships 22 8. THE DISCIPLINE PROCESS 4.5 Mandatory Reporting 23 8.1 The Discipline Committee (DC) 4.6 Health Center 23 8.2 The Community Conduct Council (CCC) 4.7 Smartphone/Cell Phone Use 23 8.3 The Dean’s Wing 4.8 Dining Services 23 8.4 Disciplinary Sanctions 4.9 Food Deliveries to Campus 23 8.5 Academic Integrity Violations & Sanctions 4.10 Driving 24 8.6 Reporting Disciplinary Actions to Other Secondary 4.11 Bicycles, Skateboards, Scooters, Etc. 24 Institutions and Programs 4.12 Guests 24 8.7 Reporting Disciplinary Actions to Colleges 4.13 Swim Test 24 8.8 Students Separated from School 4.14 Campus Map 25 8.9 Dismissed Students 4.15 Campus Bounds 26 8.10 Readmission Guidelines ALMANAC 2024-25 Rev 8/29/24 26 26 27 27 28 1 29 29 29 29 29 29 30 30 30 31 31 31 31 31 32 33 33 33 34 34 34 34 34 34 34 35 35 35 36 39 40 40 43 45 46 48 48 49 49 49 50 50 50 TABLE OF CONTENTS 9. STUDENT HEALTH 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 Health Insurance Immunizations/Medical Records Prescription Medications Counseling Services Seeking Help Medical Excuses Sports Medicine The Health Center Policy Policy on Sharing of Health Information 51 51 51 51 52 52 52 52 53 APPENDIX A: DIPLOMA REQUIREMENTS 54 54 54 55 55 APPENDIX B: ACCOMMODATIONS POLICY 56 APPENDIX C: ACADEMIC INTEGRITY ROLES & ADJUDICATION 57 Credit Requirements Subject Requirements Classics Diploma NCAA Initial Eligibility Requirements APPENDIX D: CONSEQUENCES FOR UNEXCUSED 58 ABSENCES IN A MARKING PERIOD APPENDIX E: CAMPUS BOUNDS, LEAVES, & PERMISSION REQUIREMENTS 59 APPENDIX F: CONSEQUENCES FOR A VIOLATION 60 OF THE DRUG AND ALCOHOL POLICY APPENDIX G: STUDENT VEHICLE POLICY 61 APPENDIX H: UNMANNED AIRCRAFT SYSTEM (UAS) POLICY 62 APPENDIX I: RESPONSIBLE USE POLICY 63 APPENDIX J: HEALTH LEAVE POLICIES 68 APPENDIX K: MANDATORY REPORTING 70 ALMANAC 2024-25 Rev 8/29/24 2 1 INTRODUCTION 1.1 HEAD OF SCHOOL’S WELCOME Dear Hotchkiss Community, The Hotchkiss motto is Moniti Meliora Sequamur, which we loosely translate from the Latin as “guided by each other, let us seek better paths.” Within the pages that follow, you will find information on support, School policies, and some community requirements that enable us to follow the spirit of the motto. All of us are here to guide one another, and be guided ourselves, on the journey through this incomparable community of learning. For those of you who are new, I welcome you. For those who are returning, we are glad you are back. And for those who have spent lives and careers here, we are deeply grateful. Each and every one of you strengthens this community. All good wishes, Craig W. Bradley ALMANAC 2024-25 Rev 8/29/24 3 1.2 THE ALMANAC’S PURPOSE 1.3 PARTNERING WITH HOTCHKISS The Almanac serves as a guide and handbook for Hotchkiss students and their families and guardians. It explains the values, philosophy, and expectations of the School and provides information about school rules, policies, programs, and services. Hotchkiss believes a positive and constructive working relationship between the School and a student’s parents/ guardians is essential to the fulfillment of the School’s mission. Hotchkiss will work with parents/guardians to the best of its ability. However, the School reserves the right, in its sole discretion, to require withdrawal or deny enrollment or reenrollment if the actions of any parents/guardians are not in support of Hotchkiss’s rules and policies. Such lack of support compromises a positive and constructive relationship and interferes with the School’s mission. The School’s decision regarding discontinuing a student’s enrollment is final. The policies and procedures detailed here are intended to apply under normal circumstances. The Almanac presents our community’s expectations of all students regardless of age, and including those who have turned 18. This handbook does not limit the authority of The Hotchkiss School to deviate from the normal rules and procedures set forth here to address circumstances as they arise in the manner deemed most appropriate by the School (including, but not limited to, student discipline), taking into consideration the best interests of the School, its students, faculty, staff, families, and community. These policies may be revised or updated periodically to reflect emerging situations or changes in policy. Such changes, if and when they are made, are publicized to the community. Integrity, openness, responsibility, and empathy are the cornerstones of our community. Compassionate interactions between students, families, faculty, and staff are essential to sustaining the health of our School. ALMANAC 2024-25 Rev 8/29/24 4 1.4 MISSION & VALUES OF OUR LEARNING COMMUNITY MONITI MELIORA SEQUAMUR Guided by each other, let us seek better paths.1 The Hotchkiss School Mission The Hotchkiss School seeks to inspire a diverse range of students who are committed to the betterment of self and society, and to cultivate in them at the highest standards of excellence imagination and intellect, openness and personal integrity, empathy and responsible citizenship that they may discover and fulfill their potential as individuals fully engaged in our world. Values of Our Learning Community The aim of The Hotchkiss School, since its foundation, has been to provide a dynamic environment for teaching and learning, as well as exceptional preparation for future study and fulfilling adult lives. Our residential community—the network of relationships c ---------------------------------------- ## Phillips Exeter Academy Parking Policy - Canonical URL: https://www.k12policies.com/policy/exet1 - Jurisdiction: Phillips Exeter Academy (NH) - Level: school - Sector: private - Category: operations - Year: 2018 - Source PDF: https://exeter.edu/app/uploads/2024/08/Parking-Policy_January-2018.pdf ### TL;DR This policy outlines detailed parking regulations for Phillips Exeter Academy, covering students, faculty, staff, service vehicles, and visitors to ensure safety, traffic control, and efficient use of limited parking spaces. Key aspects include restricted areas, decal requirements, and penalties for violations. ### Purpose The purpose of the Phillips Exeter Academy parking policy is to protect and control pedestrian and vehicular traffic, assure access for emergency equipment, reduce damage to campus landscape, prevent accidents, and prioritize the use of limited parking areas. It aims to provide clear guidelines for all members of the Academy community and visitors regarding where and when they can park on campus. ### Key provisions - Boarding students are generally not permitted to have motor vehicles on or near campus, with exceptions for specific reasons granted by the Dean of Students. - Day students who are licensed drivers may drive to campus and park in approved student parking areas. - Specific approved and non-approved student parking areas are detailed, with some lots becoming available to students after 5:00 pm on weekdays and all day on weekends/holidays. - Faculty residing in dormitories have assigned parking spaces, and other community members are prohibited from using these spaces. - Adjunct faculty, staff, and visitors have designated parking options, including public streets, specific lots, and the Fieldhouse parking garage. - All regular session students, faculty, and staff wishing to park personal vehicles on campus must obtain and prominently display a parking decal. - A no-idling policy is enforced for all vehicles on campus, regardless of ownership or purpose. - Various areas are designated as restricted parking areas, including assigned spaces, accessible spaces, fire lanes, and lawns. - Violations may result in tickets from Campus Safety or the Exeter Police Department (which carry monetary penalties), and vehicles are subject to towing without notice. - A second parking offense will result in written documentation and notification to the employee's supervisor or the Dean of Student's Office. ### Who it applies to This policy affects all students (boarding and day), faculty (resident and adjunct), staff, service vehicle operators, and visitors at Phillips Exeter Academy who operate or park a vehicle on or near the campus. ### Full text PHILLIPS EXETER ACADEMY PARKING POLICY Phillips Exeter Academy parking regulations are intended to protect and control pedestrian and vehicular traffic, to assure access at all times for emergency equipment, to reduce damage to campus landscape, to help prevent accidents, and to prioritize use of limited parking areas. STUDENT PARKING Boarding students may not possess or have a motor vehicle on campus or in the Exeter vicinity. The Dean of Students may grant an exception to this rule for a specific reason, (i.e. doctor's appointments, college interviews, etc.). If a day student is a licensed driver, he or she may drive between home and campus. Assuming proper insurance and parental approval, he or she may also give rides to other day students for commuting. Once on campus, the vehicle must remain parked in approved locations. Approved Student Parking Areas - Student vehicles may be parked on public streets including Tan Lane (except during snowstorms), Water Street Parking lot or designated parking lots in the South Campus and the Fieldhouse parking garage. Non-approved Student Parking Areas - Students may not use the parking lots reserved for faculty and staff next to dormitories, Jeremiah Smith Hall, Nathaniel Gilman House, the Tan Lane lot, the Admissions lot, the Spring Street lot, the Davis Center, the Elm Street Dining Hall, on Abbot Lane, on Easy Street, behind the Lamont Health & Wellness Center, assigned resident faculty and assigned service vehicle parking spaces. Students may park in the Jeremiah Smith lot, Tan Lane lot and Nathaniel Gilman lot after 5:00 pm weeknights and all day on Saturday, Sunday and holidays unless the lot is closed for a specific event (i.e. alumni reunions, opening of school, etc.) FACULTY PARKING Faculty residing in dormitories have been provided with assigned parking spaces near their residences. Students, staff and other faculty MUST NOT park in these assigned spaces. Likewise faculty residing in dormitories should refrain as much as possible from using other parking lots on campus. Resident faculty who find unauthorized vehicles in their assigned space should call Campus Safety to identify the owner of the vehicle and to have it removed. Resident faculty should not double park behind the offending vehicle or park in nearby accessible spaces or fire lanes simply because they could not use their assigned space. It is illegal to do so and a ticket may be issued by the Exeter Police Department. Adjunct faculty may arrive to find all parking spaces near their classroom are occupied. In such instances, they should park their car on a public street, Tan Lane lot, Water Street lot or designated parking lots in the South Campus and the Fieldhouse parking garage. STAFF PARKING Limited parking is available for staff in the general vicinity of where they work. Spaces are occupied on a "first come, first serve" basis. Alternate parking is available at the Tan Lane lot, Water Street lot, designated parking lots in the South Campus and the Fieldhouse parking garage, or on public streets. SERVICE VEHICLES A "service vehicle" is defined as a PEA owned vehicle operated by an Academy employee who is providing service in the immediate area. Employees who have been authorized to use their own vehicle by their supervisor may park in a service vehicle space while performing service in the immediate area. Parking for service vehicles have been reserved at various locations. Service vehicles may not be parked on walkways, on the grass, or in areas specifically marked "No Parking" except under the following conditions:  An emergency situation exists, or  To unload equipment (vehicle must be moved to a legitimate parking space as soon as the equipment is unloaded from the vehicle) VISITORS Visitors to the Academy may park in the semi-circle in front of Jeremiah Smith Hall designated spaces, in front of and behind Admissions (Bissell House), in any parking lot with assigned visitor parking, designated parking lots in the South Campus and the Fieldhouse parking garage, or on nearby public streets. FIELDHOUSE PARKING GARAGE The parking garage located underneath the Fieldhouse is to be used by visitors attending events in the Fieldhouse, Love Gym Athletic Complex, Ice Rinks and Center for Theater and Dance. It is also available to students, faculty and staff for daily parking while they are on campus. Designated parking spaces will be reserved for accessible parking, Athletic Trainer vehicles, and Academy owned vehicles. There will be no long-term parking of personal vehicles allowed in the parking garage. PARKING DECAL All regular session students, faculty and staff wishing to park a personal vehicle on campus must first obtain a parking decal. VEHICLES PARKED WITHOUT A PARKING DECAL WILL NOT BE ALLOWED IN CAMPUS PARKING LOTS AND WILL BE SUBJECT TO TOWING. Each employee/student will go to Exeter Connect and under Services Menu complete the online Motor Vehicle Decal Registration. Once the application is received and processed, Campus Safety will mail your new Decal and instructions to the Academy Mail Room. All students must have a decal on their vehicle within five days of the beginning of school. All employees must have a decal on their vehicle within five days of the beginning of their employment. Multiple decals may be issued to the same person if more than one vehicle is registered to the immediate family. Parking decals must be displayed on inside lower left corner of the rear window so that the decal is clearly visible from the exterior of the vehicle. On convertible cars the decal should be placed on the left side of the rear bumper. Do not tape the decal to vehicle. Permits not properly affixed will be considered invalid. Parking decals are valid as long as the owner or driver of the vehicle is a student or an employee of the Academy. Decals do not need to be replaced annually, but a new decal is required if you trade to a different vehicle. Parking decals will be coded to identify a student vehicle vs. a faculty or staff vehicle. RESTRICTED PARKING AREAS                   Assigned resident faculty parking spaces and dormitory lots Accessible spaces (valid state parking permit required) Phelps Academy Center drop-off on Tan Lane J. Smith circular drive and Admissions (“visitors only” designated spaces) J. Smith lower lot, Gilman House, 40 Front Street, Music Building, Lamont Health Center (no student vehicles) Assigned spaces for service vehicles Loading docks or delivery entrances Fire Lanes Within 15 feet of fire hydrants Within 20 feet of crosswalks Blocking of driveways/walkways On the lawns and landscaped areas Posted "No Parking" areas Parking on campus without valid parking decal displayed on vehicle Failure to park vehicle so as not to occupy more than one space Parking on walkways Tan Lane lot Faculty/Staff decal only parking Monday – Friday, 7AM – 5PM WINTER PARKING – TOWN OF EXETER WINTER PARKING BAN Parking is banned on all town streets (Midnight to 6:00am Dec. 1 to March 15) LONG TERM PARKING When a faculty resident is away from campus for an extended period, please inform Campus Safety Services to make arrangements to move vehicles away from the main campus and park them in designated over-flow parking lots in the South Campus. No unregistered vehicles will be allowed to be parked on any PEA owned or leased property. NO-IDLING POLICY Vehicles may not be left idling, whether attended or unattended, in any parking area or pickup/drop off area on campus. This policy applies to all vehicles including but not limited to personal vehicles of faculty, staff, and students, service and delivery vehicles, buses, Red Dragons, commercial coach buses, visitors’ vehicles, contractors’ vehicles, and any other vehicles on campus for any reason. Campus Safety may issue a warning to the owner of any vehicle found idling. PENALTIES All parking violations on public ways (streets and sidewalks), and all on-campus park ---------------------------------------- ## Choate Rosemary Hall Gift Policy - Canonical URL: https://www.k12policies.com/policy/choa1 - Jurisdiction: Choate Rosemary Hall (CT) - Level: school - Sector: private - Category: operations - Year: 2021 - Source PDF: https://resources.finalsite.net/images/v1625682364/choate/sexazepf0cfaptx1sdy1/Choate-Gift-Policy-approved-April-2021.pdf ### TL;DR This policy outlines how Choate Rosemary Hall considers, accepts, and administers philanthropic gifts, emphasizing alignment with the school's mission, values, and academic freedom, while ensuring fidelity to donor intent and compliance with regulations. ### Purpose The purpose of this Statement of Gift Policy is to provide a high-level governance framework for all philanthropic gifts to Choate Rosemary Hall. It ensures that gifts further the school's mission, respect donor intent, and adhere to institutional values such as academic freedom, while avoiding any undue financial, legal, or administrative burdens or damage to the school's reputation. This policy complements the School’s Statement of Character and Statement of Expectations. ### Key provisions - All gifts must align with the School’s mission, values, and academic freedom, and not compromise its reputation or impose unreasonable burdens. - A Gift Policy Committee, appointed by the Head of School, oversees gift policies, reviews complex cases, and ensures adherence to principles. - The School reserves the right to refuse or rescind acceptance of any gift inconsistent with its principles, or if it poses risks due to source or purpose. - Gifts will not be accepted if they are restrictive, require excessive expenditures, or are from illegally acquired funds. - Donor recognition, including naming opportunities, must align with the School’s values, and the School reserves the right to revoke naming if conditions are not met or association damages its reputation. - All donated funds are invested according to School policies, and endowed funds are managed to support current needs while preserving purchasing power for future generations. - The School assesses donor funds for overhead costs, applying a portion of annual spending to cover direct and indirect facility and administrative expenses. - The School commits to transparency and will issue an annual Endowment Report providing financial updates. ### Who it applies to This policy affects donors, the Choate Rosemary Hall Board of Trustees, the Head of School, the Gift Policy Committee, school development staff, faculty, administrators, and the school community at large. ### Full text Gift Policy Approved by the Development, Alumni, and Parent Relations Committee of the Board of Trustees April 22, 2021 STATEMENT OF GIFT POLICY OVERVIEW The mission of Choate Rosemary Hall – to provide a rigorous academic curriculum and an emphasis on the formation of character in a residential setting that allows teachers and students to live with, and learn from, each other in important ways – would not have been advanced over the years and would not be possible today without the generosity and foresight of the School’s alumni and friends and their philanthropic gifts to the School. This Statement outlines the manner in which philanthropic gifts are considered, accepted, and administered by Choate Rosemary Hall (the School) and applies to all gifts to the School. It is intended to be a high-level governance policy that, together with a set of guiding principles, ensures that all gifts to or for the use of the School are structured to further the School’s mission while also ensuring fidelity to donor intent. This Statement of Gift Policy complements the School’s Statement of Character and the School’s Statement of Expectations. Several overarching principles guide the School’s efforts to solicit and accept gifts, to agree to gift terms, to recognize donors, and to manage funds. They include: ADHERING TO INSTITUTIONAL VALUES The School is committed to respecting the rights, differences, and dignity of individuals; to demonstrating honesty and fair play in all dealings; and to pursuing excellence at all times in all aspects of its work. The School will not accept a gift which may damage or compromise the School’s reputation, which is not in the best interests of the School community, or which is not consistent with the School’s core values. The School will not knowingly encourage any gifts from donors whose disclosed personal or financial background depart significantly from these values. ENSURING ALIGNMENT AND AUTONOMY The School seeks and depends upon philanthropic gifts that align with the priorities and needs of the institution, that honor the intentions of donors as expressed in the terms of such gifts, and that allow control and flexibility regarding the use and administration of gift funds. No gift will be accepted that imposes an unreasonable or undue financial, legal or administrative burden on the School or on its faculty, staff, students or other resources. UPHOLDING ACADEMIC FREEDOM The School maintains a fundamental and enduring commitment to academic freedom and the rigorous pursuit of knowledge across many different fields of inquiry and from many different points of view. No gift will be accepted which violates the School’s integrity or commitment to academic freedom. 1 These principles inform the School’s approach to the solicitation and acceptance of gifts and facilitate consistent gift administration in support of the School’s mission. The School is mindful that, under IRS regulations, a philanthropic gift must be characterized as the complete transfer of assets from the donor to the School without the donor receiving a material benefit in return. At the same time the donor irrevocably transfers ownership and control over the funds to the School. From time to time the School will establish policies and procedures designed to ensure that the School will act in a manner that is consistent with the principles outlined herein and to ensure that the School will act in compliance with IRS and other government laws and regulations. GIFT POLICY COMMITTEE As fiduciaries of the School, the School’s Board of Trustees has ultimate authority over the acceptance of gifts that it delegates to the Head of School. The Gift Policy Committee is appointed annually by the Head of School in consultation with the Chair of the Board of Trustees. It is charged with the general oversight of the School’s policies related to the solicitation, acceptance, and administration of charitable gifts, including this Statement of Gift Policy, which the Gift Policy Committee may propose to amend from time to time. This Committee is led by the Chair of the Development, Alumni and Parent Relations Committee of the Board of Trustees and will include at least three additional members of the Board of Trustees, the Head of School, the Chief Development Officer, the Chief Financial Officer, and other senior School administrators and faculty members as appointed. The Gift Policy Committee is responsible for reviewing unusual or complex issues pertaining to certain gifts, for considering the application of gift policies to particular cases brought to the Gift Policy Committee, including exception requests, and for performing other functions as requested by the Board of Trustees. In addition, the Gift Policy Committee will review gifts included in a Consent Form – submitted prior to each Development Committee Meeting and detailing recent cash gifts of $100,000 and up and pledges of $250,000 and up – to ensure adherence with the principles of this Statement of Gift Policy. SOLICITATION OF GIFTS School development staff, faculty, and administrators are responsible for knowing and adhering to restrictions on gift acceptances and volunteer engagement that relate to perceived conflicts and other considerations. These restrictions include policies pertaining to the solicitation of gifts from donors while they have a family member applying for admission; gifts that might be construed as advancing a donor’s business interests rather than the interests of the School, and; gifts that would pose substantial risks to the School because of the source or the purpose of the funds. The School, acting on recommendations from the Gift Policy Committee, has the right to refuse any gift from any donor and the right to rescind its acceptance of a gift that is determined to be inconsistent with the principles outlined in this Statement of Gift Policy. 2 ACCEPTANCE OF GIFTS Gifts are accepted when they are found to advance the mission of the School and are made in accordance with the following principles: • A gift will not be accepted if the funds or property donated have been acquired by other than legal means, or for which clear title to the donated asset will not flow directly from the donor to the School. • A gift will not be accepted if the gift is too restrictive in purpose, requires expenditures beyond the School’s resources, or compromises the academic freedom of the School community. • A gift will not be accepted if the intended purpose of the gift and/or being associated with the donor of the gift could, in the judgment of the Gift Policy Committee and the Board of Trustees, inflict damage on the School’s reputation, standing, or integrity or is contrary to School values. • At the request of a donor the School may treat a gift as anonymous. However, a gift will not be treated as anonymous if the purpose of anonymity is to shield the School from damage to its reputation or to disguise a gift which otherwise would not be accepted. • The acceptance of a gift does not imply nor mean that the School endorses or approves of the donor’s views, opinions, businesses, or activities. • The School is committed to transparency and will share information about the receipt of gifts in a manner that best serves the interests of the School and respects the wishes of donors. • The School is authorized to repurpose a gift or its resulting fund, working in consultation with the donor or related parties if possible, if the designated purpose of the gift or fund is no longer feasible or appropriate or if the full gift amount pledged is not received. RECOGNITION OF DONORS The School may acknowledge gifts and/or honor an individual through the naming of a fund, physical space, collection, faculty position, or scholarship, among other approved School purposes. Naming is one of the ways in which the School acknowledges the generosity of donors and honors those whose service to or affiliation with the School has had ---------------------------------------- ## Brearley Parent-Athlete Handbook 2025-26 - Canonical URL: https://www.k12policies.com/policy/brea1 - Jurisdiction: The Brearley School (NY) - Level: school - Sector: private - Category: conduct - Year: 2025 - Source PDF: https://www.brearley.org/static/ac6cc7e71af5b1922d2163762751c0a0/1753474671-2025-2026-brearley-parent-athlete-handbook-final.pdf ### TL;DR The Brearley School's 2025-2026 Athletics Handbook provides detailed information for student-athletes and parents/guardians regarding participation in the school's athletic programs, covering everything from philosophy and objectives to specific policies and procedures. ### Purpose The purpose of this handbook is to serve as a comprehensive resource for Brearley School athletes and their parents/guardians. It aims to clarify expectations, provide critical information regarding athletic participation, and act as a supportive document to direct communication with the Director of Athletics. The handbook outlines the school's philosophy, objectives, and operational guidelines for its K-12 athletics program. ### Key provisions - Brearley Athletics Department staff contacts and their roles. - Brearley's Statement of Beliefs, including Mission, Diversity, Equity, Inclusion, and Antiracism. - Philosophy and objectives of Middle and Upper School athletics, emphasizing skill development, life skills, and social-emotional learning. - Detailed athletics offerings per season and grade level (V/VI, VII/VIII, Upper School), including 'no-cut' policies for certain teams. - Registration timelines and procedures for all athletic seasons. - Policies regarding transportation and dismissal for student-athletes. - Comprehensive attendance and late policies for Upper School athletes, distinguishing between excused and unexcused absences and their consequences. - Parent/Guardian Communication Guide, outlining appropriate topics and channels for communication with coaches and the Athletics Department. - Fan behavior guidelines and the AAIS Code of Conduct emphasizing sportsmanship and respect. - Information on League Affiliations with AAIS and NYSAIS, including their missions and sportsmanship policies. - General information covering equipment, uniforms, pre-game music policy, body/face paint, Spirit Week apparel, website orders, and the role of the Certified Athletic Trainer. - Required paperwork for participation, including annual physicals, seasonal health forms, and concussion management forms. - Procedures for reporting injuries/illness and the return-to-play process. - Details on athletic awards and criteria for Middle and Upper School cup candidates. - List and descriptions of Brearley Athletic Facilities and off-campus locations. - Athlete Placement Process (APP) for 8th graders to compete at JV/Varsity levels. - Comprehensive Concussion Management Protocol, including definition, symptoms, baseline testing (ImPACT and SCAT 5), removal from activity, and explicit Return to Learn (RTL) and Return to Play (RTP) procedures. ### Who it applies to The policy document primarily affects student-athletes in grades V-XII at The Brearley School, their parents/guardians, athletic department staff, coaches, and other school personnel involved in the athletics program. ### Full text The Brearley School Athletics Handbook​ 2025–2026 The Brearley Athletics Department designed this handbook to give athletes and their parents/guardians access to critical information regarding participation in athletics at our school. We hope that this document clarifies expectations for our athletes and that it will be a useful resource. This handbook is designed to support but not replace direct communication. In addition, the Director of Athletics is always available to provide any assistance you may require. 1 TABLE OF CONTENTS Athletics Department Staff​ ​ ​ ​ ​ ​ Page 2 Brearley Statement of Beliefs​ ​ ​ ​ ​ ​ Page 3 ​ Philosophy and Objectives of Middle and Upper School Athletics ​ ​ Pages 4–7 Athletics Offerings / Registration Timeline​ ​ ​ ​ ​ Page 8-9 Transportation/Dismissal ​ ​ ​ ​ ​ ​ Pages 9-10 Attendance Policy/Late Policy​ ​ ​ ​ ​ ​ Pages 10-12 Parent/Guardian Communication Guide​ ​ ​ ​ ​ Pages 12–15 Fan behavior guidelines/AAIS Code of conduct​ ​ League Affiliations: AAIS and NYSAIS​ ​ ​ General Information​ ​ ​ ●​ Equipment and Uniforms ●​ Pre-game/Warm-up Music Policy ●​ Body/Face Paint ●​ Spirit Week Apparel ●​ Website Orders ●​ Athletic Trainer ●​ Required Paperwork for Participation ●​ Reporting Injury/Illness ●​ Post Season Competition ●​ Athletic Banquet/Awards ●​ Athletic Trips ​ ​ ​ Pages 16-18 ​ ​ ​ Pages 18–19 ​ ​ ​ Pages 20 –24 Athletic Facilities​ ​ ​ ​ ​ Pages 25 -27 ​ ​ ​ ​ Page 28 Athletic Training, Injuries, and Concussion Protocols​ ​ ​ ​ ​ ​ ​ ​ Pages 28–34 Athlete Placement Process​ ​ ​ ​ ​ ​ ​ ​ 1 BREARLEY ATHLETICS DEPARTMENT Director of Athletics Danielle King dking@brearley.org Associate Director of Athletics, Head of Sports Performance Laura London llondon@brearley.org Assistant Director of Athletics Allysia Rohlehr arohlehr@brearley.org Athletic Trainer & Athletic Administrator Gabriella Selva gselva@brearley.org Contact Email Athletics@brearley.org 2 BREARLEY STATEMENT OF BELIEFS MISSION The Brearley School challenges girls of adventurous intellect and diverse backgrounds to think critically and creatively, and to act with courage and integrity. The School fosters a love of learning, excellence in the liberal arts and engagement in a lively and inclusive community. Guided by dedicated faculty and staff, students learn to uplift one another as they grapple with complex ideas and develop a strong sense of self. We value empathy, originality and depth of thought and character. The Brearley community cultivates the joy of lasting friendships, the confidence to pursue one’s ambitions and a commitment to the greater good. DIVERSITY, EQUITY AND INCLUSION The Brearley School believes that diversity of thought, practice and identity are essential elements in preparing students for principled engagement in the world. We believe in the importance of establishing and strengthening the structures and practices necessary to achieve equitable representation and participation in our school. We are committed to putting these beliefs into action and are therefore engaged in continuous study, self-reflection and dialogue in order to improve and adapt as we learn. We embrace the opportunities and challenges of learning and working in a diverse environment characterized by respect and consideration for the needs of others. In partnership with faculty, staff, students, families and alumnae, we are endeavoring to instill and sustain shared values that promote a welcoming, inclusive and affirming community. ANTIRACISM The Brearley School condemns racism in the strongest possible terms and is committed to building an antiracist community. This work requires active introspection, self-awareness and the determination to make conscious and consistently equitable choices on a daily basis. We expect our faculty, staff, students, parents and trustees to pursue meaningful change through deliberate and measurable actions. These actions include participating in antiracist training and identifying and eliminating policies, practices and beliefs that uphold racial inequality in our community. 3 PHILOSOPHY The Brearley Athletics Program offers students in grades V–XII the opportunity to participate in a competitive athletic environment. The program strives to provide a balance between competition at a high level while remaining supportive. While we emphasize sport-specific skill development, an equally important component of our program is to instill invaluable life skills such as collaboration, competitiveness, communication, sportsmanship, and time management. We foster an environment for our students to challenge themselves and support their teammates. We celebrate the importance of hard work, commitment, and determination while understanding and providing the necessary skill development for social and emotional learning. Through risk-taking and experiences on a Brearley team, our athletes learn to be more resilient, self-aware, confident, strong-willed, respectful, socially aware, and compassionate leaders of our community. ATHLETICS OBJECTIVES Throughout our program across all grade levels, we strive to: 1.​ Improve our athletes’ sport-specific skill development. 2.​ Improve athletes strength and conditioning and become comfortable with using weight room equipment. 3.​ Help our athletes develop life skills such as collaboration, communication, sportsmanship, and time management. 4.​ Create opportunities for our athletes to develop social and emotional awareness. 5.​ Foster the love of sport through competition, leadership, and teamwork. 6.​ Create awareness towards making healthy lifestyle choices, i.e. nutrition, sleep, and body awareness. 7.​ Cultivate a positive representation of oneself, team, school, and community. 8.​ Create a safe environment that encourages risk-taking, competitive spirit, and winning/losing with grace. 9.​ Organize events that foster team and school spirit across grade levels. 10.​Influence leadership through self-discipline, commitment, and responsibility. 11.​Provide tools to manage adversity with resilience and compassion. 4 V/VI The passion for Brearley Athletics begins when students are in Class V and have their first opportunity to participate in one of our eight V/VI sports teams. The V/VI athletics program is designed to be introductory in nature. We emphasize sport-specific skill development and provide students with an opportunity to experience a variety of team and individual sports in an intramural and interscholastic setting. This program is designed to introduce middle school students to all aspects of team sports, including competition, teamwork, rule following. While there are no cuts; there is a roster capacity limit to ensure that athletes receive the most safe and effective experience. Registration is first-come first-serve basis. We follow the guidelines set by NYSAIS, our governing body. NYSAIS states that V and VI athletic programs differ philosophically from VII and VIII Middle School Sports. Competition for students in class V/VI are meant to include intramural activities with limited contests against other schools. V/VI sports practice and play games on Tuesdays and Fridays 3:15–5:15 pm. VII/VIII The VII/VIII program offers a “no-cut” policy to ensure that every student has a place on a team of their choice regardless of skill or experience. The VII/VIII program builds on the V/VI program with an increased competitive schedule and time commitment (three days per week). In volleyball and basketball, athletes are divided into two teams (“elite” or “premier”) based on skill level and registration numbers. In addition to age-appropriate skill development, we emphasize camaraderie, teamwork, and spirit. Athletes are guaranteed participation and playing time in all competitions. Attendance is required, though exceptions may be made for religious conflicts. The goal of the VII/VIII program is to develop and prepare our athletes for varsity competition. VII/VII sports practice and compete on Mo ---------------------------------------- ## Lawrenceville Student Handbook 2025-26 - Canonical URL: https://www.k12policies.com/policy/lawr1 - Jurisdiction: The Lawrenceville School (NJ) - Level: school - Sector: private - Category: conduct - Year: 2025 - Source PDF: https://resources.finalsite.net/images/v1692719154/lawrencevilleorg/yj9wnnfixizyebpfpkks/StudentHandbook.pdf ### TL;DR This K-12 student handbook details the Principal Expectations for conduct, academic policies, and disciplinary responses at The Lawrenceville School for the 2025-26 academic year. ### Purpose The purpose of this handbook is to provide information on aspects of student and campus life, outlining expectations for student conduct, academic honesty, and community engagement to help students maximize their experience at The Lawrenceville School. ### Key provisions - Students must respect the rights, privacy, and property of others, prohibiting bullying, harassment, theft, and other disrespectful behaviors. - Students must be honest, refraining from lying, cheating, or plagiarizing in all academic and online interactions. - Students must remain substance-free, which includes not using, possessing, sharing, or distributing drugs, alcohol, vaporizers, nicotine agents, or related paraphernalia. - Students are responsible for protecting the health and safety of the school community by reporting concerns and avoiding conduct that puts others at risk (e.g., tampering with fire safety equipment, unauthorized weapons). - Students must adhere to permission and sign-out rules, not leaving houses or campus without authorization. - Boarding students are prohibited from keeping or operating motor vehicles; day students may not drive other students without authorization. - Students are expected to maintain a high standard of citizenship, including attending all classes and school commitments, and avoiding retaliation or inappropriate use of social media and AI. - Students must abide by all federal, state, and local laws, as well as the school's specific rules, regulations, and policies, with violations potentially leading to disciplinary action up to dismissal. - Detailed academic policies cover course requirements, graduation criteria, grading scales, homework expectations, course changes, and consequences for academic dishonesty, including plagiarism. - Disciplinary responses for Principal Expectation violations range from letters of reprimand and censure to disciplinary probation, suspension, and dismissal, with specific processes outlined for the Discipline Committee and appeals. ### Who it applies to This policy document primarily affects students enrolled at The Lawrenceville School, their parents/guardians, and all faculty, administration, and staff who are responsible for upholding and enforcing these guidelines. ### Full text Student Handbook 2025-26 Through House and Harkness, Lawrenceville challenges a diverse community of promising young people to lead lives of learning, integrity, and high purpose. Our mission is to inspire the best in each to seek the best for all. Effective August 2025 1 The Lawrenceville School | Student Handbook 2025–26 The Principal Expectations of a Lawrentian 1. A Lawrenceville student must respect the rights, privacy, and property of others. The Lawrenceville School expects its students to protect and promote the dignity of all community members. Our community does not tolerate bullying, hazing, intimidation, harassment, sexual misconduct, theft of or damage to property, or other types of disrespectful behavior. 2. A Lawrenceville student must be honest. The Lawrenceville School expects its students not to lie, cheat, plagiarize, or to engage in any other types of dishonest or deceitful behavior either in-person or online. 3. A Lawrenceville student must remain substance-free. The Lawrenceville School expects its students not to use, possess, share, distribute, or to facilitate the use, possession, sharing, or distribution of drugs (including the misuse of prescription drugs), alcohol, vaporizers, nicotine agents, paraphernalia, as well as substances that are generally recognized as dangerous, even though they may not be illegal. (These are referred to as “prohibited substances.”) The School also expects students or their families not to arrange or host a gathering at which prohibited substances are used. 4. A Lawrenceville student must protect the health and safety of the School community. The Lawrenceville School expects students to promptly report and seek help where there is a concern for the health or wellbeing of a student or the community. The School also expects students to consider the impact that their actions can have on the physical and mental health and safety of other community members and to refrain from conduct that puts others at risk. Such conduct includes but is not limited to harassment, as well as tampering with fire safety equipment, leaving fire doors or entry doors to School buildings open, not following safety practices when using labs or design tools, smoking, and using fire in any School building in an area not specifically designated for that purpose. Unauthorized weapons or dangerous combustibles or explosives are prohibited on campus. 5. A Lawrenceville student must abide by the School’s rules regarding permissions and signing out. The Lawrenceville School expects students not to leave the House after check in without proper authorization, not to leave campus without required permission, and not to be present in a School building or student room without authorization. It also expects students not to facilitate the violation of these rules by others. 6. A Lawrenceville student must abide by the School’s motor vehicle rules. Boarders may not keep or operate a motor vehicle at Lawrenceville or in its environs, or ride in a car without proper authorization; day students may not drive another student without proper authorization. 7. A Lawrenceville student must meet community expectations and the high standard of citizenship expected of a Lawrentian. The Lawrenceville School expects its students to demonstrate a high standard of citizenship, adhering to all principal expectations including attendance of all classes, meetings, and school commitments. Students are expected to be upstanders and not engage in actions such as retaliation or inappropriate use of social media, artificial intelligence, or other technologies. 8. A Lawrenceville student must abide by federal, state, and local laws as well as the School’s rules, regulations, and policies Enrollment at Lawrenceville constitutes a student’s and their family’s acceptance of these Principal Expectations as the guiding principles for proper conduct. The examples provided above are illustrative, not exhaustive. The School encourages students and families to read the Principal Expectations broadly. Violations of the Principal Expectations may subject a student to a range of responses from the school, including disciplinary action (up to and including dismissal from the school). The School, in its sole discretion, may define and take action to address misconduct by students or their family as it believes is in the best interest of the community. The Lawrenceville School (“Lawrenceville” or the “School”) Student Handbook (“Handbook”) is published and distributed to members of the Lawrenceville community for the purpose of providing information on aspects of student and campus life so that students may gain as much as possible from their experience at the School. Students, parents, faculty, administration, and staff should all read and be familiar with the contents of the Handbook, so that each member of the community knows and understands the expectations of students within our community. While policies in this Handbook will generally apply, the School may take actions that it determines to be in the best interests of the School, its faculty, and its students. This Handbook does not limit the authority of the School to alter, interpret. and implement its rules, policies, and procedures, before, during, and after the School year. This Handbook is for informational purposes only. It is not intended to create, nor does it create, a contract or part of a contract in any way, including, but not limited to, between Lawrenceville and any parent, guardian, or student affiliated with or attending the School. Lawrenceville, in its sole discretion, may add, revise, and/or delete School policies before, during, and after the school year. Table of Contents Principal Expectations. ...........................Inside front cover Change of Address/Phone Numbers................................ 9 Letter from the Assistant Head of School for Student Affairs. ............................................. 4 Room Safety.................................................................... 9 Campus Information....................................................... 5 Safety and Security.......................................................... 5 Public Safety Department. ........................................ 5 Emergency: 911........................................................ 5 Campus Boundaries.................................................. 5 Emergency Notification System................................ 5 Lightning Alerts. ....................................................... 5 Room Inspections................................................... 10 Gender Identity Affirming Policies. .......................... 10 Maintenance Requests. ................................................. 10 Student Mail.................................................................. 10 Day Students................................................................ 10 Office of Student Services. ............................................ 10 Evening Check-in & Check-out. ...................................... 10 Other Safety Considerations. .................................... 5 Evenings on Campus......................................................11 ID Cards............................................................. 5 Staying Overnight at School............................................11 Building Safety................................................... 5 Inclement Weather.........................................................11 Valuables. .......................................................... 5 Penalties. .......................................................................11 Bicycles/Scooters/Skateboards. ......................... 5 Absence from School. ....................................................11 Rooftops/Construction Areas............................. 5 Driving Rules & Regulation for Day Students. ..................12 After Dark. ................................................ ---------------------------------------- ## Glenbrook D225 Board Policy: Purchases & Contracts (and related) - Canonical URL: https://www.k12policies.com/policy/glen1 - Jurisdiction: Glenbrook High School District 225 (IL) - Level: district - Sector: public - Category: operations - Year: 2024 - Source PDF: https://glenbrook.schoolboard.net/sites/il.glenbrook.schoolboard.net/files/Policies_1.pdf ### TL;DR Glenbrook High School District #225 outlines policies for purchases, contracts, voluntary termination benefits for staff, private music instruction, student smoking/tobacco use, and student disciplinary actions. The policies aim to ensure legal compliance, fiscal responsibility, support for staff, appropriate educational services, and a safe learning environment through clear rules and consequences. ### Purpose These policies establish guidelines and procedures for various operational and educational aspects within Glenbrook High School District #225. Their purpose is to ensure adherence to state laws, promote financial prudence in procurement, provide structured termination benefits for long-serving employees, regulate private music instruction on school premises, prohibit student smoking and tobacco use, and define a clear framework for student disciplinary actions to maintain a safe and effective learning environment. ### Key provisions - Purchases exceeding $25,000 require Board approval and compliance with State bidding procedures. Construction, energy savings, third-party non-instructional services, revenue-generating goods/services, and paper purchases have specific State law compliance requirements. - Certified administrators/supervisors and teachers with 10+ years of service (or 15 aggregate, 5 preceding) are eligible for voluntary termination benefits, including annual cash severance of $2,500 for five years or subsidized medical insurance until age 65, life insurance, and potential 6% salary increases in their final four years for certain participants. - ESP Managers receive fringe benefits including health insurance, life insurance, income protection, professional organization reimbursement, emergency/personal/sick leave, mileage reimbursement, vacation (accrued monthly based on tenure), tuition reimbursement, and voluntary termination benefits with a 6% salary increase in final two years. - Private music instruction on school premises requires a facilities rental fee, superintendent-set tuition rates, semi-annual progress reports to parents, and a scholarship program where instructors teach free lessons for financial need. Instructors must meet qualifications and follow Board Policy 6000 vetting. - Student smoking and tobacco (including alternative nicotine products) are prohibited on school property, at school events, or on school transportation. Violations lead to progressive consequences from Learning Adjustment Center placement/Saturday Detention for first and second offenses, to one, two, or three-day out-of-school suspensions for third, fourth, and fifth offenses, and five-day suspensions for subsequent offenses, along with parental notification and referral to law enforcement. - Student misconduct policies (e.g., computer use, behavior, attendance, academic dishonesty, weapons, illegal substances, harassment, hazing) can lead to suspension or referral for expulsion. Each school has a Major Disciplinary Review Committee (MDRC) to review cases and recommend actions. Students have informal and formal review rights, and the option for an Alternative Discipline Plan (ADP) for illegal substance violations. Students with disabilities are subject to specific manifestation determination review processes. ### Who it applies to This policy document affects Glenbrook High School District #225's Superintendent, School Board, administrators, supervisors, certified teachers, educational support personnel (ESP) managers, all District employees, students, parents/guardians, and private music instructors operating on school premises. ### Full text Agenda Item #10 Glenbrook High School District #225 BOARD POLICY: OPERATIONAL SERVICES 4200 Page 1 of 2 pages Purchases and Contracts The Superintendent or designee shall manage the District’s purchases and contracts in accordance with State law, the standards set forth in this policy, and other applicable School Board policies. Standards for Purchasing and Contracting All purchases and contracts shall be entered into in accordance with State law. All purchases and contracts should support a recognized District function or purpose as well as provide for good quality products and services at the lowest cost, with consideration for service, reliability, and delivery promptness, and in compliance with State law. No purchase or contract shall be made or entered into as a result of favoritism, extravagance, fraud, or corruption. Adoption of the annual budget authorizes the Superintendent or designee to purchase budgeted supplies, equipment, and services, provided that State law is followed. Purchases of items that exceed $25,000 require prior Board approval. It is the expectation of the Board that administration will consult with the Board Attorney as needed regarding the legal requirements for purchases or contracts. When presenting a contract or purchase for Board approval, the Superintendent or designee shall ensure that it complies with applicable State law, including but not limited to, those specified below: 1. Supplies, materials, or work involving an expenditure in excess of $25,000 must comply with the State law bidding procedure, 105 ILCS 5/10-20.21, unless specifically exempted. 2. Construction, lease, or purchase of school buildings must comply with State law. 3. Guaranteed energy savings must comply with 105 ILCS 5/19b-1 et seq. 4. Third party non-instructional services must comply with 105 ILCS 5/10-22.34c. 5. Goods and services that are intended to generate revenue and other remunerations for the District in excess of $1,000, including without limitation vending machine contracts, sports and other attire, class rings, and photographic services, must comply with 105 ILCS 5/10-20.21. The Superintendent or designee shall keep a record of: (1) each vendor, product, or service provided, (2) the actual net revenue and non-monetary remuneration from each contract or agreement, and (3) how the revenue was used and to whom the non-monetary remuneration was distributed. The Superintendent or designee shall report this information to the Board by completing the necessary forms that must be attached to the District’s annual budget. 6. The purchase of paper and paper products must comply with 105 ILCS 5/10-20.19c. 1 BOARD POLICY: OPERATIONAL SERVICES 7. 4200 Page 2 of 2 pages The Superintendent or designee shall: (1) execute the reporting and website posting mandates in State law concerning District contracts, and (2) monitor the discharge of contracts, contractors’ performances, and the quality and value of services or products being provided. Approved: 2 Glenbrook High School District #225 BOARD POLICY: VOLUNTARY TERMINATION BENEFITS FOR CERTIFIED _ ADMINISTRATORS AND SUPERVISORS 6100 Page 1 of 4 pages Section A – Introduction It shall be the policy of the Board of Education of District #225 to recognize the services of its regularly employed certified administrators and supervisors who have provided long and effective service to the youth of our community through a program of voluntary termination benefits. Section B - Eligibility Certified administrators and supervisors who have been full time employees of District #225 for a minimum of ten years immediately preceding their voluntary termination or for an aggregate minimum of fifteen years of which a minimum of five years are immediately preceding their voluntary termination, may apply for termination benefits under this policy as “Eligible Former Employees.” A “year” is considered to be the employee’s regularly scheduled work year. A newly hired employee must have worked at least 170 work days between the dates of July 1 and the following June 30 in their first year of employment in order for that work year to count toward the requirement in this Section B. For the purposes of this Policy, an administrator or supervisor who is eligible to receive a TRS retirement pension of at least 74.6% of average salary and will attain age 55 on or before December 31 during the calendar year of retirement, shall be deemed to attain age 55 on the preceding June 1. In order to be eligible under this policy, the employee must not have retired, nor be receiving retirement benefits, under any other District 225 retirement plan. Section C – Benefits Available to Eligible Former Employees Who Satisfy the Eligibility Requirements of Section B of this Policy In lieu of insurance access or coverage provided in Section D, below, the Board of Education shall provide the Eligible Former Employees with an annual cash severance payment of $2,500 for each of five years following retirement. Such payments shall be made on or before September 30 of each school year following the school year of retirement under TRS. It is the intent of the Board that such payments shall not be considered creditable earnings for purposes of the Illinois Teachers’ Retirement System, and no such payment shall be made to the extent it subjects the Board to any additional payment or penalty to TRS. Eligible Former Employees may, at their sole discretion, waive entitlement to this benefit and elect those insurance allowance benefits contained in Section D. Section D - Benefits Available to Eligible Former Employees Until Age 65 or the Age of Medicare or Medicaid Eligibility, Whichever Shall Occur First The Eligible Former Employee may select the benefits contained in this Section D in lieu of the benefits provided for in Section C, above. l. The Board of Education shall provide Eligible Former Employees individual medical insurance coverage under the District’s High Deductible Health Care Plan, Blue Advantage HMO or TRIP HMO Plan, as selected by the Eligible Former Employee. The Board shall pay an amount equal to 95% of the premium therefor. In the event that the plan selected by the Eligible Former Employee is no longer an option for District employees or no longer available, the Eligible Former Employee may select coverage under one of the aforementioned remaining plans, if any, or under a plan that may be designated by the District, in its discretion. Under no circumstances will the premium contributed toward the TRIP HMO Plan be greater than that contributed toward the district’s plans. 3 BOARD POLICY: VOLUNTARY TERMINATION BENEFITS FOR CERTIFIED _ ADMINISTRATORS AND SUPERVISORS 6100 Page 2 of 4 pages Section D - Benefits Available to Eligible Former Employees Until Age 65 or the Age of Medicare or Medicaid Eligibility, Whichever Shall Occur First (Continued) 2. Eligible Former Employees shall be allowed to maintain family medical insurance coverage under a plan referred to in Paragraph 1 of this Section D, or designated by the District, in its discretion; provided they had family coverage on the effective date of their retirement. Eligible Former Employees shall be responsible for the full premium, less the Board’s contribution, referred to in Paragraph 1 of this Section D. 3. Eligible Former Employees shall be allowed to maintain individual or family dental coverage as then available to employees of the District provided they had such coverage on the effective date of their retirement. Eligible Former Employees shall be responsible for the full premiums for these plans. Section E – Special Provisions for Certified Administrators and Supervisors 1. In addition to the benefits provided in paragraphs 1 and 2 of this Section D, the Board of Education shall contribute $2,500, annually, to the Glenbrook Health Savings Plan (America’s VEBA Solution or the plan then in effect for District employees), on behalf of the Eligible Former Employee, for a peri ---------------------------------------- ## New Trier Township HSD 203 Guidebook 2025-2026 - Canonical URL: https://www.k12policies.com/policy/nt203 - Jurisdiction: New Trier Township HSD 203 (IL) - Level: district - Sector: public - Category: academics - Year: 2025 - Source PDF: https://www.newtrier.k12.il.us/fs/resource-manager/view/94a3c864-7c7e-41c6-9b6a-35983bb212e0 ### TL;DR This K-12 policy document outlines the comprehensive guidelines for the 2025-2026 school year, covering student services, attendance, rights, responsibilities, and academic policies. It emphasizes a student-centered approach, academic excellence, and compliance with state and federal regulations. ### Purpose The purpose of this guidebook is to inform K-12 students and parents/guardians about the extensive services, procedures, rights, and responsibilities at New Trier High School, including academic policies, attendance requirements, and guidelines for student conduct and expression. It aims to foster a partnership between the school and families to support student growth and achievement. ### Key provisions - Directory of Key Contacts for Board of Education, District Administration, and Campus Administration. - Detailed daily bell schedules for both Northfield and Winnetka Campuses, including delayed starts and grading days. - Comprehensive Student Services section covering Guidance Services, the Adviser Program, Post-High School Counseling, and Testing Programs (ACT, SAT, PSAT, AP). - Policies on Residency and Attendance, including excused/unexcused absences, truancy, and procedures for reporting absences and signing out. - Student Rights and Responsibilities, including Equal Educational Opportunities, Student Expression (media, written materials, petitions), and rules for student conduct. - Student Discipline processes, addressing expectations for behavior, substance abuse, suspension, expulsion, and search and seizure. - Grading and Promotion criteria and policies regarding Student Records. - Guidelines for Extracurricular Programs, Interscholastic Athletics, and Student Activities, including eligibility and codes of conduct. - Information on Health Services, including health examinations, immunization records, medication administration, and crisis intervention procedures for students at risk. - Special Education evaluation procedures and notification for related service logs. ### Who it applies to This policy document primarily affects K-12 students enrolled at New Trier High School across both the Northfield and Winnetka campuses, their parents/guardians, and all school staff including administrators, faculty, and support personnel. ### Full text 2025-2026 Guidebook Directory of Key Contacts Board of Education Kimberly Alcantara, Avik Das, Jean Hahn, President, Joo Serk Lee, Courtney McDonough, Sally Pofcher, Sally Tomlinson, Vice President District Administration Main offices are indicated by (N) for the Northfield Campus and (W) for the Winnetka Campus. Superintendent Secretary to the Superintendent and Board of Education Deputy Superintendent Assistant Superintendent for Special Education and Student Services Assistant Superintendent for Curriculum and Instruction Principal/Assistant Superintendent, Winnetka Campus Peter Tragos, Ed.D. Lindsey Ruston Principal, Northfield Campus 784.6109 (N) 784.6108 (N) Christopher T. Johnson, Ed.,D. 784.3408 (N) Joanne Panopoulos, Ed.D. 784.2205 (N) Chimille Tillery, Ed.D. 784.2270 (N) Denise A. Dubravec 784-2200 (W) Paul M. Waechtler 784.7501 (N) Paul Waechtler Laurae Nielsen Gail Gamrath Matt Koulentes 784.7501 784.7502 784.7503 784.7586 Sue Ellen Haak Mark Howard 784.7505 784.7506 Jason Boumstein Alicia Landes Kevin Kansler Sarah Gompers Pete Collins Stephanie Beck Laura Smith Bob Cummings Anne James-Noonan Darius Sanchez Dean Pinos Ghana Cooper Colleen Koulentes 784.7696 784.6460 784.6475 784.7550 784.7735 784.7761 784.6799 784.7610 784.6696 784.7630 784.7570 784.7510 784.7681 Stephanie Moretta Timothy Hayes, Ed.D. Anne James-Noonan Analia Elizalde 784.7771 784.7518 784.6693 784.7513 Nicole Dizon 784.2666 Deb Kind 784.6350 Liz Mayer 784.2346 DeDe Kern 784.6380 ADVISER CHAIRS DEPARTMENT COORDINATORS STUDENT SERVICES LEADERSHIP Academic Assistance Activities Performing Arts School Nurse DISTRICT PROGRAMS Alumni Relations c/o Chief Communications Officer New Trier Learning Center Department Chair New Trier Educational Foundation Executive Director New Trier Extension Community Education Program Manager 784.2207 (W) Chief Communications Officer Nicole K. Dizon 784.2666 (N) Chief Technology Officer Michael Marassa, Ed.D. 784.2360 (W) Director of Business Services Myron Spiwak 784.2660 (N) Director of Special Education Megan Zajac 784.6810 (W) Chief Human Resources Officer Nashwa Mekky, Ed.D. 784.2211 (N) CAMPUS ADMINISTRATION CAMPUS ADMINISTRATION Applied Arts Art Business Education English Kinetic Wellness Library Mathematics Modern & Classical Languages Music & Theatre Science Social Studies Social Work Special Education 784.2071 (N) 385 Winnetka Avenue • Winnetka, Illinois 60093 • 847.446.7000 7 Happ Road • Northfield, Illinois 60093 • 847.446.7000 Class of 2029 Class of 2029 James Maile Melissa Dudic, Ed.D. Winnetka Campus Northfield Campus Principal Assistant Associate Principal Assistant Principal, Class of 2029 Director of Physical Plant Services Director of Curriculum and Instruction Principal/Assistant Superintendent Assistant Athletic Director Associate Principal for Academics and Administrative Services Associate Principal for Student Services Assistant Principal, Class of 2026 Assistant Principal, Class of 2027 Assistant Principal, Class of 2028 Denise Dubravec Ashley Rasch Augie Fontanetta Daniel Weidner, Ed.D. 784.2200 784.2201 784.2226 784.2215 Chris Mitchell Patricia Sheridan Sarah Struebing Scott Williams 784.2219 784.2221 784.2222 784.2266 Juliet Smith Darrin Jeziorski Cindy Fialka Ted Koulentes Kerri Simons Molly Lombardi 784.2231 784.2229 784.2223 784.2232 784.2230 784.2220 Jason Boumstein Alicia Landes Kevin Kansler Ed Zwirner Andy Butler Erika Immel Mary Lappan Marissa Rubin Elizabeth Bennett Jill Cervantes Jason English Michael Christensen Tiffany Myers Sean Clemenz 784.7696 784.6460 784.6475 784.6500 784.6570 784.2316 784.6590 784.6661 784.6696 784.2237 784.6710 784.6770 784.2255 784.6842 Stacy Kolack Jim Burnside Stephanie Kuzmanic Katie Kritek Rebecca Boston Meg Garton Kurt Weiler Hilerre Kirsch Kris Hummel Erin Torrisi 784.2281 784.2227 784.6566 784.7749 784.2111 784.6546 784.2326 784.6693 784.2113 784.2259 ADVISER CHAIRS Class of 2026 Class of 2026 Class of 2027 Class of 2027 Class of 2028 Class of 2028 DEPARTMENT CHAIRS Applied Arts Art Business Education English Kinetic Wellness Library Mathematics Modern & Classical Languages Music & Theatre Post-High School Counseling Science Social Studies Social Work Special Education STUDENT SERVICES LEADERSHIP Activities Assistant Athletic Director Athletic Coordinator Dance Health Services Reading/Writing Center English Language Learning Performing Arts Student Assistance Program Testing Table of Contents Campus Information 2 Important Dates 3 Campus Maps 4 Letter to Students and Parents 5 Mission Alignment 6 Communication Protocol 7 Student Services Guidance Services The Adviser Program Post-High School Counseling Testing Policy Testing Programs Social Work Services Psychological Services Health Services Support/Affinity Groups Physical Plant Notifications Student Assistance Program Special Education 8 8 8 9 9 10 11 12 12 14 14 14 14 Residency and Attendance Student Residency Attendance (including absence procedures) 15 15 19 Student Rights and Responsibilities Equal Educational Opportunities Student Expression Academic Integrity Student Appearance Bus Conduct Video Surveillance on District Property Driving and Parking Gifts to Faculty Members Conduct on School Property 22 22 22 25 26 26 27 27 27 27 Student Discipline Student Discipline Policy Expectations for Student Behavior Personal Learning Time Miscellaneous Procedures Student Use of Tobacco and Nicotine Substance Abuse Suspension Expulsion Gross Disobedience or Misconduct by Students with Disabilities Search and Seizure Agency and Police Interrogation Technology Acceptable Use Regulations (AUR) 29 29 32 32 33 34 34 36 37 38 Grading and Promotion 43 Student Records Maintenance of Student Records Access to Student Records Challenges to Student Records 44 44 45 45 Extracurricular Program Academic Eligibility Policy Academic Policy Regarding Extracurricular Participation 46 46 46 Interscholastic Athletics Extracurricular Athletics Objectives of Participation Athletic Department Uniforms and Equipment School Day Attendance and Participation 48 48 48 48 48 Student Activities Student Organizations Solicitation by Outside Organizations Student Fund-Raising Activities 49 49 49 49 Performing Arts 50 Extracurricular Code of Conduct Consequences and Personal Growth Guidelines for Out of School Suspensions and Consequences Options Related to Consequences for Drug/Alcohol Violations 51 52 54 54 Frequent Contacts Athletics Attendance Office Bookstore Registrar Office 784.2225 784.7533 (N) 784.7534 (N) 784.2269 (W) 784.2264 (W) 784.2212 Staff E-Mail Staff addresses are usually the first 7 letters of the last name followed by the first initial and @, then nths.net Performing Arts Tickets Information about student performances and online ticket purchasing can be found at the Performing Arts page on the New Trier website, www.newtrier.k12.il.us 38 39 40 FOR UPDATED INFORMATION PLEASE VISIT WWW.NEWTRIER.K12.IL.US NTHS 2025–2026 Guidebook | 1 Campus Information DAILY BELL SCHEDULES NORTHFIELD CAMPUS BELL SCHEDULE TU START TIME END TIME ADV ADV 8:00 1A 5A 8:30 9:55 1B 5B 10:40 2A START TIME END TIME M 8:00 8:25 8:30 9:10 9:15 10:00 DELAYED STARTS W START TIME END TIME TH F 8:25 ADV 8:00 8:25 ADV ADV 9:10 1 8:30 9:10 1A 5A 9:15 9:55 2 9:15 9:55 1B 5B 6A 10:00 10:40 3 10:00 10:40 2A 6A 10:45 11:25 2B 6B 10:45 11:25 4 10:45 11:25 2B 6B 11:30 12:10 3A 7A 11:30 12:10 5A 11:30 12:10 3A 7A 12:15 12:55 3B 7B 12:15 12:55 5B 12:15 12:55 3B 7B 1:00 1:40 3C 7C 1:00 1:40 6 1:00 1:40 3C 7C 1:45 2:25 4A 8A 1:45 2:25 7 1:45 2:25 4A 8A 2:30 3:10 4B 8B 2:30 3:10 8 2:30 3:10 4B 8B END TIME TH F WINNETKA CAMPUS BELL SCHEDULE START TIME END TIME M TU 7:00 8:10 EB EB 8:20 8:45 ADV ADV 8:50 9:30 1A 5A 9:35 10:15 1B 5B 10:20 11:00 2A 11:05 11:45 2B START TIME END TIME W 8:20 8:45 ADV START TIME on days that they are released from school so that they do not miss valuable academic time at New Trier. Such days include Labor Day, Fall Break, Conferences and Institute Days, Presi ---------------------------------------- ## Township HSD 113 Policy 7-220: Bus Conduct - Canonical URL: https://www.k12policies.com/policy/d113 - Jurisdiction: Township High School District 113 (IL) - Level: district - Sector: public - Category: conduct - Year: 2025 - Source PDF: https://resources.finalsite.net/images/v1738583708/dist113org/mr7igkapl8uk4dyiisnr/7-220.pdf ### TL;DR This policy outlines bus conduct expectations, disciplinary actions for misconduct, and provisions for academic credit during bus suspensions. It also addresses the use of electronic recordings on school buses for safety and monitoring purposes. ### Purpose The purpose of District 113 Board of Education Policy 7-220 is to establish clear guidelines for student behavior on school buses, define consequences for misconduct, and ensure a safe transportation environment for all students and staff. It also aims to provide fair academic considerations for students facing bus suspensions. ### Key provisions - Students must adhere to the District's School Bus Safety Rules. - The Superintendent or designee can suspend a student from bus riding for up to 10 consecutive school days for gross disobedience or misconduct. - The School Board may extend bus suspension beyond 10 days for safety reasons, following notice and an opportunity for the student to respond. - Students suspended from bus riding without alternate transportation will have the opportunity to complete work for equivalent academic credit, upon parent/guardian notification. - Electronic visual and audio recordings may be used on school buses to monitor conduct and maintain a safe environment, with public notice displayed. - Students are prohibited from tampering with electronic recording devices and will face discipline and reimbursement for damages if they violate this provision. ### Who it applies to This policy directly affects K-12 students who utilize school bus transportation, their parents or guardians, school bus drivers, and school administration. ### Full text TOWNSHIP HIGH SCHOOL DISTRICT 113 Board of Education Policy 7-220 STUDENTS BUS CONDUCT All students must follow the District’s School Bus Safety Rules. School Bus Suspensions The Superintendent, or any designee as permitted in the School Code, is authorized to suspend a student from riding the school bus for up to 10 consecutive school days for engaging in gross disobedience or misconduct, including but not limited to, the following: 1. 2. 3. 4. 5. 6. Prohibited student conduct as defined in School Board policy, 7-190, Student Behavior. Willful injury or threat of injury to a bus driver or to another rider. Willful and/or repeated defacement of the bus. Repeated use of profanity. Repeated willful disobedience of a directive from a bus driver or other supervisor. Such other behavior as the Superintendent or designee deems to threaten the safe operation of the bus and/or its occupants. If a student is suspended from riding the bus for gross disobedience or misconduct on a bus, the School Board may suspend the student from riding the school bus for a period in excess of 10 days for safety reasons. The District shall provide the student with notice of the gross disobedience or misconduct and an opportunity to respond. Academic Credit for Missed Classes During School Bus Suspension A student suspended from riding the bus who does not have alternate transportation to school shall have the opportunity to complete or make up work for equivalent academic credit. It shall be the responsibility of the student’s parent or guardian to notify the school that the student does not have alternate transportation. Electronic Recordings on School Buses Electronic visual and audio recordings may be used on school buses to monitor conduct and to promote and maintain a safe environment for students and employees when transportation is provided for any school related activity. Notice of electronic recordings shall be displayed on the exterior of the vehicle’s entrance door and front interior bulkhead in compliance with State law and the rules of the Illinois Department of Transportation, Division of Traffic Safety. Page 1 of 2 Students are prohibited from tampering with electronic recording devices. Students who violate this policy shall be disciplined in accordance with the Board’s discipline policy and shall reimburse the School District for any necessary repairs or replacement. LEGAL REF.: Family Educational Rights and Privacy Act, 20 U.S.C. §1232g; 34 C.F.R. Part 99. 105 ILCS 5/10-20.14, 5/10-22.6, and 10/. 720 ILCS 5/14-3(m). 23 Ill.Admin.Code Part 375, Student Records. CROSS REF.: 4-110 (Transportation), 4-170 (Safety), 7-130 (Student Expression - Rights and Responsibilities), 7-190 (Student Behavior), 7-200 (Suspension Procedures), 7-230 (Misconduct by Students with Disabilities), 7-15 (Student Records) Adopted: Reviewed: 07/11/16 07/09/18 Page 2 of 2 ---------------------------------------- ## Michigan Dept. of Education AI Starter Guide for Districts - Canonical URL: https://www.k12policies.com/policy/mi1 - Jurisdiction: MI (MI) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://www.michigan.gov/mde/-/media/Project/Websites/mde/Educational-Technology/Artificial-Intelligence-AI-Starter-Guide-for-Districts.pdf ### TL;DR The guide offers a practical starting point for K-12 districts to integrate AI through updated policies, human oversight, and literacy training. It focuses on maintaining academic integrity and data privacy while leveraging AI to support educational goals. ### Purpose To provide a streamlined framework for school districts to implement safe, equitable, and effective AI practices without overwhelming staff capacity. ### Key provisions - Updating Acceptable Use Policies (AUP) and procurement templates to include AI-specific language and vendor clauses. - Ensuring human oversight to review AI tools for bias, accuracy, and appropriateness before adoption. - Developing AI literacy by integrating foundational computer science concepts like algorithms and data. - Protecting student privacy by ensuring AI use aligns with FERPA and COPPA regulations. - Establishing clear disclosure norms and academic integrity rules for when and how AI is used in assignments. - Implementing AI readiness goals into the Michigan Integrated Continuous Improvement Process (MICIP). ### Who it applies to District Administrators and Tech Directors; Educators and Curriculum Leads; Students; Data Privacy Officers and Business Offices ### Full text # Artificial Intelligence (AI) Starter Guide for Districts ## Contents Introduction Essential Practices to Consider Suggested Starter Checklist Policies to Consider Updating Professional Learning Considerations Resources ### Introduction - This starter guide is designed for districts with limited capacity to implement AI guidance. It focuses on essential practices to ensure safe, equitable, and effective AI use without overwhelming staff. For more detailed guidance, consider referring to the MDE Artificial Intelligence (AI) Comprehensive Guide for Districts linked in the resources list below. ### Essential Practices to Consider - Keep AI Purposeful and Safe – Districts may consider using AI to support learning and operations, as well as aligning with district goals. - Protect Privacy and Integrity – Districts must be aware of and follow privacy laws such as the Family Educational Rights and Privacy Act, Children’s Online Privacy Protection Act, and accessibility laws. Districts may encourage staff and students to document when and how AI tools are used (e.g., in assignments) to support academic integrity and transparency. * * * • Build AI Literacy for All – Districts may consider offering computer science concepts, such as algorithms, data, and computational thinking, that form the foundational knowledge needed to fully develop AI literacy. • Maintain Human Oversight – AI can assist, but not replace, educators or decisionmakers. Districts may choose to review tools for bias, accuracy, and appropriateness prior to adoption. Suggested Starter Checklist Districts may consider: ¨ Drafting a short AI vision statement (example – Ann Arbor AI Bill of Rights). ¨ Updating the acceptable use policy (AUP) with AI language for staff and students. ¨ Creating disclosure norms and a prohibited uses list. ¨ Adding vendor clauses to procurement templates. ¨ Scheduling one professional learning (PL) session on AI basics. ¨ Adding AI readiness indicators and goals to the Michigan Integrated Continuous ¨ Adding AI readiness indicators and goals to the Michigan Integrated Continuous Improvement Process (MICIP) needs assessment/plan. ¨ Reviewing usage of AI data every semester. Policies to Consider Updating Districts may consider updating the following district documents: | Policy Area | Content area | Potential Owner | | --- | --- | --- | | AUP | Add AI norms | Tech Director | | Privacy&Data | Include AI safeguards | Data Privacy Officer | | Academic Integrity | Add disclosure/citation rules | Curriculum Lead | | Procurement | Vendor AI clauses | Business Office | Professional Learning Considerations • Offering a PL session on AI basics, ethical use, and creating effective prompts. Districts may consider: • Discussing use of simple classroom prompts (e.g., 'Check for bias,' 'Verify sources,' 'Disclose AI use'). * * * # Resources - Michigan Virtual AI Professional Learning - EduPaths PL Catalog - REMC Professional Learning o AI Prompt Guidance for Educators o Sample AI Prompts for Educators - MDE Artificial Intelligence (AI) Comprehensive Guide for Districts Artificial Intelligence (AI) Use Disclosure: Microsoft CoPilot was used to check the grammar and flow of this document. It was reviewed, edited, and fact-checked by a human editor(s) prior to publication. ---------------------------------------- ## Michigan AI Comprehensive Guide for Districts - Canonical URL: https://www.k12policies.com/policy/mi2 - Jurisdiction: MI (MI) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://www.michigan.gov/mde/-/media/Project/Websites/mde/Educational-Technology/Artificial-Intelligence-AI-Comprehensive-Guide-for-Districts.pdf ### TL;DR This policy document outlines a year-long, four-phase roadmap for Michigan school districts to integrate Artificial Intelligence responsibly. It emphasizes privacy compliance (FERPA/COPPA), teacher-led oversight, and the alignment of AI tools with existing state improvement processes. ### Purpose This guide provides Michigan school districts with a structured administrative framework to implement responsible, safe, and equitable AI practices across teaching, operations, and policy. ### Key provisions - Establish a multi-disciplinary AI working group and designate a district lead to oversee implementation phases. - Update Acceptable Use Policies (AUP) and board policies to include human oversight clauses and academic integrity guidelines. - Integrate AI readiness into the Michigan Integrated Continuous Improvement Process (MICIP) for ongoing monitoring and evaluation. - Implement 'AI Literacy' across K-12 curriculum maps using established competency frameworks (e.g., ISTE, UNESCO). - Enforce strict procurement standards requiring vendors to provide 'model cards,' privacy terms, and data retention policies. - Maintain transparency through annual AI reports, community information sessions, and public-facing FAQs. ### Who it applies to District Administrators and School Boards; Teachers and Staff; Students and Families; Technology and Data Privacy Departments; Educational Vendors ### Full text # Artificial Intelligence (AI) # Comprehensive Guide for Districts * * * # Table of Contents ## Introduction ## Essential Practices to Consider ## Phase 0 (Pre-Launch, Weeks 0–6): Organize and Listen ## Phase 1 (Weeks 7–12): Guardrails, Policy, MICIP Alignment ## Phase 2 (Weeks 12–24): Classroom Practice, PD, Procurement ## Phase 3 (Weeks 24–36): Classroom AI Implementation, Community Engagement and Board Adoption ## Phase 4 (Weeks 37-52): Evaluate, Report, Iterate (MICIP Cycle) ## Potential AI Implementation Measures of Success * * * # Introduction This comprehensive guide provides Michigan school districts with structured administrative guidelines for implementing responsible AI practices across organizational roles, policy, and operations. It offers practical examples and templates to help district leaders establish clear guardrails of AI use in teaching and learning, and to integrate AI readiness for staff and students into Michigan Integrated Continuous Improvement Process (MICIP) cycles. By following these guidelines, administrators may help support safe, equitable, and effective AI use while maintaining educator oversight, protecting student privacy, and fostering transparency with stakeholders. As AI continues to evolve, districts may find value in gradually developing the knowledge, systems, and safeguards that help support thoughtful and effective use of these tools. When integrated in ways that align with local priorities, AI has the potential to enhance instructional practices, streamline operations, and expand the capacity of staff to meet the diverse needs of students and the broader school community. # Essential Practices to Consider - **Keep AI Purposeful and Safe** Districts may consider using AI to support learning and operations in ways that align with district goals and educational priorities. - **Protect Privacy and Integrity** o Districts should be aware of and follow federal privacy and accessibility laws. - Family Educational Rights and Privacy Act (FERPA) - Follow federal requirements for protecting students’ education records. Useful resources include the U.S. Department of Education’s FERPA overview and technical assistance tools. - Children’s Online Privacy Protection Act (COPPA) - For online tools and applications used with children under 13, ensure parental consent and proper data collection practices, following the Federal Trade Commission's COPPA FAQs: COPPA compliance guide. - Accessibility-Meet digital accessibility requirements under Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. § 794), Title II under the American With Disabilities Act of 1990, and Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794d). 29 U.S.C. 794d). * * * - See the U. S. Department of Education’s guidance for making educational technology inclusive: Technology accessibility requirements. o Districts may encourage staff and students to document when and how AI tools are used (e.g., in assignments) to support academic integrity and transparency. - **Build AI Literacy for All** Districts may consider offering computer science concepts, such as algorithms, data, and computational thinking, that form the foundational knowledge needed to fully develop AI literacy. - **Maintain Human Oversight** AI can assist, but not replace, educators or decision-makers. Districts may choose to review tools for bias, accuracy, and appropriateness prior to adoption. - **Promote Equity and Accessibility** Districts may assess whether AI tools effectively support diverse learners and provide necessary accommodations to promote equitable access. - **Support Transparency and Continuous Improvement** Districts may communicate openly with stakeholders and regularly review AI practices through continuous improvement processes, such as MICIP cycles (needs assessment → plan → implement → monitor → evaluate). # Phase 0 (Pre-Launch, Weeks 0–6): Organize and Listen ## Team Structure and Roles Districts may consider: - Designating a district AI lead. This might be the curriculum director, chief information officer, chief technology officer, or data privacy officer. - Creating a diverse AI working group. This should include teachers, admins, students/families, technology staff, and special education representatives. - Setting a communication cadence. This should include biweekly meetings and/or monthly updates to the board and/or cabinet. ## Landscape and Listening Districts may consider: - Running a baseline AI landscape scan (current staff use, student use, tools, and frequency of use). Examples include: o Project Tomorrow AI in K-12 Survey o AI Education Project (aiEDU) Student and Teacher Readiness Rubrics (download needed) o Michigan Virtual Teacher Readiness for Implementing Generative AI - Using School and District Readiness Rubrics to self-assess strengths/gaps. Examples include: o aiEDU School and District Readiness Rubrics (download needed) o Consortium for School Networking (CoSN) K12 Gen AI Readiness Checklist - Exploring tools for evaluating meaningful learning with technology resources. Examples include: o Triple E (Engage, Enhance, Extend) Framework o Technological, Pedagogical Content Knowledge (TPACK) - Having the technology department inventory/register AI systems, owners, data, risk, etc. Examples include: o CoSN K-12 Gen AI Maturity Tool (download needed) o National Institute of Standards in Technology (NIST) AI Risk Management Framework (RMF) o Algorithmic Impact Assessment (AIA) Tool for moderate/high-risk use cases - Exploring and evaluating a range of AI toolkits to find the best match for the district’s needs based upon the baseline AI landscape scan and surveys that were conducted. Examples include: - Michigan Virtual Admin Guide to AI - TeachAI Toolkit - Common Sense Media AI Toolkit # Suggested Deliverables (Phase 0) District may consider creating: - A document that identifies roles, meeting cadence, decision rights, etc. for the AI workgroup. - An AI inventory spreadsheet with rubric scores to identify use and gaps in familiarity with AI tools. - A draft update of the acceptable use policy (AUP) for staff and student use of AI. * * * Phase 1 (Weeks 7–12): Guardrails, Policy, MICIP Alignment Policy and Board Readiness Considerations Districts may consider: • Drafting a model board policy. • Drafting a superintendent memo. To share with whom? • Drafting a board resolution. • Updating the staff AUP and the student AUP • Adding human oversight clauses to relevant policies—no high-stakes decisions by AI without documented human review and appeal. Compliance and Risk Controls Districts may consider: • Aligning organizational practices to NIST AI Risk Management Framework (RMF). • Having an AI team review compliance with: o FERPA o COPPA o Children’s Internet Protection Act (CIPA) o Cybersecurity and Infrastructure Security Agency (CISA)/K12 Security Information Exchange (SIX) cybersecurity baseline. MICIP Integration (Continuous Improvement) Districts may consider: • Adding AI readiness indicators and goals to MICIP needs assessment/plan. • An updated AUP for staff and students. Districts may consider creating: Suggested Deliverables (Phase 1) • Planning quarterly monitoring checkpoints aligned to MICIP monitoring. • Entries in the district MICIP plan that include needs assessment, root cause, challenge statement, goals, interim and end targets, strategy, implementation, monitoring, and funding alignment. * * * # Phase 2 (Weeks 13–24): Classroom Practice, Professional Learning, Procurement ## Instructional Guardrails and Considerations Districts may consider: - Posting classroom AI norms (student disclosure, privacy, verification, fairness, age- appropriate use). Examples include: o Guidance on the Use of AI in Our Schools by TeachAI o Teacher Guide to Artificial Intelligence in Education by Michigan Virtual o Student Guide to Artificial Intelligence in Education by Michigan Virtual - Adding student and educator AI competency frameworks (grade-band progression K–5, 6–8, 9–12) to curriculum maps. Examples include: o AiEDU Student and Educator Readiness Competency Rubrics o International Society for Technology in Education Standards for AI in Education o AI4K12.org Grade Progression Charts o AI competency framework for teachers by UNESCO - Offering or developing academic integrity guidance when using AI-such as requesting process evidence (drafts, reflections, oral defenses). Examples include: o Guidance on the Use of AI in Our Schools by TeachAI o Academic integrity in the age of AI by Turnitin ## Professional Learning Many education organizations offer professional learning on AI topics; however, an opportunity supported through MDE grant funds is available for media and AI literacy trainer cohorts. This program provides ready-to-use agendas and slide decks that trainers can bring back to their districts and use to support staff learning. ---------------------------------------- ## Michigan K-12 AI Learning Alignment Framework — Computer Science - Canonical URL: https://www.k12policies.com/policy/mi3 - Jurisdiction: MI (MI) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://www.michigan.gov/mde/-/media/Project/Websites/mde/Educational-Technology/Michigan-K12-AI-Learning-Alignment-Framework--Computer-Science.pdf ### TL;DR The Michigan K–12 AI Learning Alignment Framework maps artificial intelligence priorities to state computer science standards across four grade bands (K-12). It guides educators in teaching students how AI works, the human role in its creation, and the ethical and societal implications of the technology. ### Purpose To provide a framework that aligns essential AI concepts with Michigan's existing Computer Science Standards, helping educators integrate AI literacy into the K–12 curriculum. ### Key provisions - Integration of AI learning priorities (AI4K12 and CSTA) into existing K-12 Michigan Computer Science Standards across all grade bands. - Emphasis on the human role in AI, including design, data curation, labeling, and ethical oversight. - Instructional focus on reasoning, machine learning data quality, and the iterative process of building and refining AI models. - Ethical evaluation of AI systems, focusing on identifying bias, protecting privacy, and ensuring accessibility. - Analysis of societal impacts, covering both intended and unintended consequences like deep fakes, job shifts, and cultural influences. - Cross-disciplinary application, providing specific pathways to teach AI within ELA, Math, Science, Social Studies, and Art. ### Who it applies to K-12 Students;K-12 Educators and Teachers;School Administrators;Professional Learning Communities (PLCs) ### Full text Michigan K–12 Artificial Intelligence (AI) Learning Alignment Framework – Computer Science (CS) Contents Introduction The Human Role in Creating AI Reasoning Data in Machine Learning Ethical Evaluation of AI Systems Societal Impacts AI is rapidly becoming a foundational part of the technologies students interact with every day, from recommendation systems such as book suggestions based on a user’s reading level to automated decision-making tools, like email spam filters. Helping Michigan students make sense of these technologies - how they work, how humans shape them, and how they influence society - can be supported through thoughtful alignment between AI learning priorities and the existing Michigan Computer Science (CS) Standards. The AI priorities reflected in this document are taken from the AI4K12 (Artificial Intelligence for K– 12) and Computer Science Teachers Association (CSTA) AI Priorities for All K–12 Students Resources References Introduction Glossary of Terms framework and are aligned with Michigan’s CS standards. This alignment is intended to help educators see how essential AI ideas-such as the human role in creating AI, reasoning and decision making, using data in machine learning, building AI models, evaluating ethical considerations, and understanding societal impacts-relate to the Michigan CS Standards across grade bands. Each alignment entry highlights the standard(s) that connect to the AI priority and explains how that standard may support student understanding. Additionally, suggested connections to English language arts (ELA), mathematics, science, social studies, and art illustrate how AI concepts can intersect with learning across the curriculum. This framework can be used by Professional learning communities (PLCs) to explore where AI learning could fit within existing units and routines. Reviewing the AI priorities alongside the Michigan CS standards can help teams consider a range of possibilities for instruction, including both plugged (technology-based) and unplugged (hands-on or discussion-based) activities. The accompanying Michigan K–12 AI Learning Alignment Framework – Computer Science Data Tool offers a flexible way to filter by grade band, AI priority, standard, or instructional connection, making it easier for educators to find the most relevant information for their context. Together, this document and the Computer Science Data Tool are intended to serve as supportive planning resources that provide clarity, encourage collaborative exploration, and help educators design developmentally appropriate experiences that introduce students to AI concepts while reinforcing Michigan’s existing CS standards. # The Human Role in Creating AI AI systems depend on humans to design them, supply data, make decisions about their use, and evaluate when AI is or is not appropriate for a given task. ## Grade Band K–2 AI Description: Understand that AI is a tool created by humans to make decisions or to generate something (e.g., an image). Michigan CS Standards: 1A-IC-16 – Compare how people live and work before and after the implementation or adoption of new computing technology. Connection to CS: This standard reinforces understanding of the human role in creating AI by showing that people design technologies that change how we live and work. * * * ## Cross-Disciplinary Connections: - ELA: Compare stories or informational texts about life before and after technology (e.g., “How did people communicate before smartphones?”). - Math: Use simple charts or timelines to show changes over time (e.g., number of jobs using technology now vs. then). - Science: Discuss tools humans invented to solve problems (e.g., weather prediction, medical imaging) and how AI fits into that pattern. - Social Studies: Explore historical changes in work and community life due to inventions (e.g., telephone, computer, AI). - Art: Create drawings of “before and after” scenes (e.g., a classroom with chalkboards vs. one with tablets). # Grade Band 3–5 AI Description: Describe the roles of humans in the creation of AI. Michigan CS Standards: - 1B-IC-18 – Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. - 1B-IC-19 – Discuss ways in which technology can support or hinder access to information and opportunities. Connection to CS: These standards reinforce the human role in creating AI by showing that people design technologies and influence how those technologies affect access, opportunities, and society. ## Cross-Disciplinary Connections: - ELA: Analyze informational texts on how innovations reflect human choices and cultural needs. - Math: Analyze simple datasets showing how often different technologies are used and discuss patterns in human-created tools. - Science: Investigate how scientific discoveries lead to new technologies and how humans guide their design. - Social Studies: Examine how technologies influence culture and how cultural values shape technological development. - Art: Create illustrations showing humans designing, testing, or improving a technological tool. * * * # Grade Band 6–8 AI Description: Describe the roles that humans play (including in data curation and labeling) in creating and refining AI models. Michigan CS Standards: 2-IC-21 – Discuss issues of bias and accessibility in the design of existing technologies. Connection to CS: This standard reinforces understanding of human roles in creating AI by showing how human choices in design and data handling influence fairness and accessibility. ## Cross-Disciplinary Connections: - ELA: Analyze texts to identify how authors choose and organize information, similar to curating data. - Math: Explore how selecting different data sets or categories changes the outcomes of a classification or graph. - Science: Investigate how scientists collect, sort, and label data during experiments and how that affects conclusions. - Social Studies: Examine how humans document, classify, and interpret information in maps, surveys, or historical records. - Art: Explore how artists choose and organize visual elements, showing how selection and labeling shape interpretation. # Grade Band 9–12 AI Description: Evaluate and analyze the roles of humans and human decision-making in the creation of AI. Michigan CS Standards: - 3A-IC-24 – Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices. - 3A-IC-25 – Test and refine computational artifacts to reduce bias and equity deficits. - 3B-AP-08 – Describe how artificial intelligence drives many software and physical systems. Connection to CS: These standards reinforce evaluating human roles in creating AI by examining how human choices, values, and decisions shape computing systems and their impacts. * * * ### Cross-Disciplinary Connections: - ELA: Evaluate how authors present human choices or perspectives that shape technological outcomes. - Math: Analyze how changes in data selection or weighting influence model outputs or statistical results. - Science: Investigate how human decisions in experimental design affect the reliability and interpretation of scientific models. - Social Studies: Examine how societal values, policies, and human choices shape the development and use of new technologies. - Art: Explore how intentional creative decisions influence the meaning, impact, or interpretation of visual works. # Reasoning AI systems must represent information about the world and then apply algorithms to reason with that information to classify, predict, or make decisions. ## Grade Band K–2 AI Description: Explain how binary choices (e.g., up/down, on/off, under/over) can be used to make decisions that lead to a specific goal by either a human or a machine. Michigan CS Standards: 1A-AP-08 – Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. Connection to CS: This standard reinforces reasoning with binary choices by illustrating how simple decisions guide step-by-step instructions for humans and machines. ### Cross-Disciplinary Connections: - ELA: Write or illustrate “If–Then” stories (e.g., If it rains, then we wear boots). This reinforces conditional thinking and binary choices. - Math: Use sorting activities (e.g., sort shapes by big/small, colors by light/dark) and create simple decision trees for classification. - Science: Explore animal characteristics (e.g., Does it have fur? Yes → Mammal; No → Bird), introducing dichotomous keys. - Social Studies: Discuss everyday decisions (e.g., If the traffic light is red, then stop; if green, then go), connecting to community rules. - Art: Create visual flowcharts or “choice maps” showing steps in a process (e.g., getting dressed for different weather). * * * # Grade Band 3–5 AI Description: Train a model that can make decisions based on defined criter ---------------------------------------- ## Michigan AI for Instructional Purposes - Canonical URL: https://www.k12policies.com/policy/mi4 - Jurisdiction: MI (MI) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://www.michigan.gov/mde/-/media/Project/Websites/mde/general/AI_Instructional_Purposes_-Final1.pdf ### TL;DR This policy serves as a foundational guide for educators to leverage AI for adaptive learning and enhanced student-teacher interaction while emphasizing data privacy. It encourages the use of specific instructional tools and the development of local district policies. ### Purpose To provide educators with a framework for enhancing instructional practices through the safe and effective use of Artificial Intelligence. ### Key provisions - Educators should use AI to create adaptive learning experiences that support student strengths and address learning obstacles. - AI tools should be leveraged to enhance feedback loops and interaction between teachers and students. - Instructional practices should focus on using AI to support students with disabilities and those off the traditional learning pathway. - Educators must verify district-approved tools and strictly avoid sharing student data or personally identifiable information (PII). - School districts are encouraged to develop formal AI guidance or policies using toolkits like TeachAI. ### Who it applies to K-12 Educators; School and District Administrators; Students (particularly those with disabilities or non-traditional learning pathways) ### Full text Artificial Intelligence (AI) for Instructional Purposes This resource is for educators to enhance their instructional practices through the use of Artificial Intelligence (AI). What is AI? AI is a branch of computer science. AI systems use hardware, algorithms, and data to create “intelligence” to do things like make decisions, discover patterns, and perform some sort of action (CIRCLS Glossary of Artificial Intelligence Terms for Educators). Mapping Technologies Voice-Assisted Smart Phones EVERYDAY BENEFITS OF AI Financial Trading Language Translation Environmental Sustainability How can educators leverage AI for instruction? The US Department of Education’s Artificial Intelligence and the Future of Teaching and Learning Report (Artificial Intelligence - Office of Educational Technology) shared 5 key insights on the power of instructional AI for educators: AI enables new forms of interaction between students and teachers, especially those with disabilities, AI supports powerful forms of adaptivity, such as working with student strengths and around their obstacles, AI can enhance feedback loops between students and teachers, and AI can help educators address variability in student learning, especially for those not on a traditional pathway, \[1,2,3\] * * * Considerations for Educators before using AI Educators will want to check with their district to inquire if there are any district-approved AI tools available for classroom use. In addition, do not share student data or personally identifiable information when using any AI tools. Example AI Tools for Instruction There are many AI tools available for educator use to enhance instruction. Here are some examples of AI tools available for educators to use for lesson plans, presentations, images, and idea-generating. Magic School Adobe Firefly Canva QuestionWell District AI Guidance and Policy Districts should consider creating their own AI guidance or policy. Resources to support the creation of district AI guidance and policy: TeachAI’s AI Guidance for Schools Toolkit ---------------------------------------- ## Minnesota Department of Education: Artificial Intelligence in Education - Canonical URL: https://www.k12policies.com/policy/mn1 - Jurisdiction: MN (MN) - Level: state - Sector: state - Category: tech - Year: 2026 - Source PDF: https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD084632&RevisionSelectionMethod=latestReleased&Rendition=primary ### TL;DR This policy outlines guiding principles for the responsible use of AI in Minnesota schools, emphasizing human-centered decision-making, equity, and data safety. It encourages districts to develop clear local guidelines that balance the innovative benefits of AI with the need to protect academic integrity and student privacy. ### Purpose To provide a framework for Minnesota school districts to integrate Artificial Intelligence into K-12 education responsibly, ethically, and equitably while centering human agency. ### Key provisions - Human-in-the-Loop: Ensure people remain the primary decision-makers and that AI acts as a learning aid rather than a replacement for human thinking. - Equitable Access: Prioritize digital equity to ensure all students have the technology capacity and biased-mitigated tools needed for participation. - Data Privacy and Safety: Adhere to robust security standards (e.g., Minn. Stat. 13.32) to protect student data and ensure content appropriateness. - Continuous Professional Learning: Provide differentiated training for all staff to build AI literacy and manage the evolving role of educators. - Academic Integrity: Establish clear boundaries and guidelines to distinguish between ethical AI assistance and the bypassing of foundational skill-building. - Innovative Culture: Encourage knowledge sharing and regular evaluation of AI tools to stay responsive to rapid technological shifts. ### Who it applies to Students; Teachers and school staff; District administrators and school leaders; Families and the broader school community. ### Full text Artificial Intelligence in Education I. Guiding Principles for AI Use in Education “What is our collective vision of a desirable and achievable educational system that leverages automation to advance learning while protecting and centering human agency?” (United States Department of Education, 2023) The use of Artificial Intelligence (AI) is quickly and powerfully transforming education, but that speed and power comes with great responsibility. As such, guidelines should distinguish between AI as a learning aid versus a replacement for thinking. The following list provides some guiding principles for responsible AI use in education to address this. These guiding principles are based on the U.S. Department of Education’s (ED) Office of Educational Technology report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations (2023), and the National Center on Education and the Economy’s Framework for AI-Powered Learning Environments (2024). Vision and Values Having an agreed upon vision and set of values for education helps an organization prepare for future technological innovations and disruptions. The use of AI should serve the vision and values of the organization. Center People People, not machines, should be at the center of decision-making, and educators, students and families should retain their agency as the primary decision-makers. Human interactions and expertise will always be an essential part of learning. New technological innovations and disruptions make the role of teachers even more important, especially in relation to guiding students’ development of critical thinking, collaboration, and application of knowledge. Advance Equity Technology innovations should advance equitable access and opportunity. This is exemplified in the concept of digital equity, defined by the National Digital Inclusion Alliance as “a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy and economy.” Equity in AI involves ensuring fair access to technology and acknowledging the potential presence of biased data within AI systems. Ensure Safety, Ethics, and Effectiveness Data privacy, security and content appropriateness should be primary considerations when adopting new technology. Consider existing policies related to these issues and how the use of AI fits into existing frameworks. Continuous Improvement Decision-makers need to understand how AI models work so they can anticipate limitations, problems, and risks. Leaders should create a culture of continual evaluation and innovation to be ready to respond to future technological innovations and disruptions. Updated: June 2026 | Minnesota Department of Education: Artificial Intelligence in Education 1 II. Learning with AI AI provides significant opportunities and serious challenges for education. ED’s Office of Educational Technology report offers a guiding question: “What is our collective vision of a desirable and achievable educational system that leverages automation to advance learning while protecting and centering human agency?” (2023). It is important for teachers to consider this question, along with the questions listed below, when selecting an AI tool or website to use with students: • • • • • Is the application age appropriate? What value does the tool bring to student learning? What are the unintended consequences and/or the impacts on the learning environment? How is data collected and used, and does it meet data practices standard? Before purchasing AI tools, have the specific needs and framework been identified to guide how technology will be used? The table below highlights some ways AI can be used and some challenges to consider with implementation in learning environments. This is not an exhaustive list, and the specific opportunities and challenges will vary depending on the context and goals of each school and district. Please note that some of these opportunities and challenges may have more impact than others. Opportunities Challenges Personalized Learning: AI can tailor learning experiences to individual student needs, pace, strengths, culture, and interests, promoting deeper understanding and engagement. Bias and Discrimination: AI technologies, including those used in education, can perpetuate, and even amplify existing biases if not carefully designed and implemented. Thoughtfully crafting AI prompts can help improve results. Improve Accessibility: AI can translate lessons and provide language supports for English Learners. It can also generate audio descriptions and offer other accessibility supports for students with disabilities. Access and Equity: Access to AI tools may vary across families and schools, potentially widening the digital divide and creating new inequities. Adaptive Instruction: AI-powered formative assessments can identify student learning gaps and adjust instruction in real-time, offering targeted support and enrichment. Human educators can enhance their impact on student learning by using valid AI tutoring tools to tailor instruction to individual student-needs. Role of Teachers: Concerns exist about the evolving roles of teachers and the technology skills they’ll need to acquire, highlighting the need for upskilling and redefining the role of human interaction in AI-enhanced classrooms. Automated Tasks: AI can support administrative tasks like grading, scheduling and data analysis, freeing up teacher time for more personalized interactions. Teacher Training and Support: Educators need training and support to effectively integrate AI tools into their practices, maximize their benefits, and remove bias. Updated: June 2026 | Minnesota Department of Education: Artificial Intelligence in Education 2 Opportunities Challenges Immersive Learning: AI can create virtual reality experiences and simulations, bringing abstract concepts to life and enhancing engagement. Overreliance on Technology: Excessive dependence on AI could reduce critical thinking, creativity and social interaction in the classroom. Early Intervention: AI can analyze student data to identify learning difficulties early on, enabling swift intervention and support. Data Privacy and Security: Ethical concerns surround student data collection, storage, and use, requiring robust privacy policies and safeguards. (See Minn. Stat.13.32 [2026] Educational Data) Career Exploration: AI can help students learn about future careers, assess their skills and connect them with relevant opportunities. Limited Transparency: Understanding how AI systems work and make decisions can be vague and not well understood, raising concerns about accountability and control. Creative Innovation: AI can be used to create new applications, programs, creative works and other tools. Individuals can be equipped to design and innovate with AI. Lack of Standardized Regulations: Clear guidelines and regulations are needed to ensure ethical and responsible development and use of AI in education. III. Creating District-level Guidance Begin with What Already Exists As with any emerging technology, AI is changing rapidly, and the answers won’t be available right away. Begin with existing guidance, procedures, and policies to address immediate challenges. Consider the impact of the use of AI, particularly in: • • • Data privacy Assessment Academic integrity Work with all invested groups to develop further guidance for the use of AI anchored in the mission, vision, and values of the organization. Prioritize Staff Learning Centering people is a guiding principle for AI in education. People should be at the center of decision-making in how and when AI is used. To do this, schools should provide differentiated professional learning opportunities for not only teachers, but all staff. School leaders should address risks and develop guidelines for the use of AI to support student learning. Without clear boundaries, students may rely on AI to complete tasks they should be practicing themselves, by passing on the Updated: June 2026 | Minnesota Department of Education: Artificial Intelligence in Education 3 opportunities and repetition necessary to build foundational skills and cognitive capacity. Guidelines should distinguish between AI as a learning aid versus a replacement for thinking, ensuring students develop genuine understanding rather than simply producing AI-assisted work. Schools must address issues of equity, academic integrity, and assessing learning by having conversations with all members of the community before establishing clear expectations that prepare students to use AI ethically and effectively as adults. Encourage Innovation and Knowledge Sharing To encourage thoughtful innovation and collaborative exploration of AI use in schools, consider the following ideas: • • • • • Include student voice in the creation of the district/school AI g ---------------------------------------- ## Mississippi Department of Education: Artificial Intelligence Guidance - Canonical URL: https://www.k12policies.com/policy/ms1 - Jurisdiction: MS (MS) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://www.mdek12.org/sites/default/files/Offices/MDE/OTSS/DL/ai_guidance_final.pdf ### TL;DR This document offers guidance on leveraging AI to enhance personalized learning and teacher productivity while mitigating risks like plagiarism, bias, and data privacy concerns. It emphasizes the importance of digital citizenship and provides actionable strategies for students, teachers, and administrators to use AI responsibly. ### Purpose To provide Mississippi K-12 educators and administrators with a framework for the ethical, productive, and safe integration of artificial intelligence into the classroom. ### Key provisions - Integration of AI into the five components of digital learning: Digital Citizenship, Standards-Aligned Content, Active Learning, Formative Assessment, and Accessibility. - Specific strategies to deter academic misconduct, such as requiring documentation of the writing process, utilizing 'lock down' browsers, and rethinking assessments toward real-world projects. - Promotion of 'Informed Use' through lateral reading and fact-checking to combat AI hallucinations and misinformation. - Privacy compliance mandates ensuring all AI tools meet FERPA and COPPA requirements before classroom use. - Instructional scaffolding requirements to ensure AI serves as a support tool (e.g., speech-to-text, translation) rather than a replacement for student critical thinking. - Recommendation for districts to create continuous feedback loops and avoid outright bans, which are deemed impractical. ### Who it applies to K-12 Students; Teachers; School and District Administrators; Parents and Community Stakeholders ### Full text # ARTIFICIAL ## INTELLIGENCE ### Guidance for K-12 Classrooms * * * # MISSISSIPPI DEPARTMENT OF EDUCATION ## Dr. Raymond C. Morgigno { INTERIM STATE SUPERINTENDENT OF EDUCATION OFFICE OF THE CHIEF ACADEMIC OFFICER Dr. Donna H. Boone { CHIEF ACADEMIC OFFICER OFFICE OF THE CHIEF INFORMATION OFFICER John Kraman **{ CHIEF INFORMATION OFFICER** **OFFICE OF DATA AND REPORTING** Melissa Banks { DIRECTOR OF DATA USE AND PROFESSIONAL LEARNING **OFFICE OF DIGITAL LEARNING** Elise Brown { STATE DIGITAL LEARNING COORDINATOR Heather Ascherl { REGIONAL DIGITAL LEARNING COORDINATOR Lakyn Kirk { REGIONAL DIGITAL LEARNING COORDINATOR Tanjanikia McKinney { REGIONAL DIGITAL LEARNING COORDINATOR Brooke Morehead { REGIONAL DIGITAL LEARNING COORDINATOR Gina Pepperman { REGIONAL DIGITAL LEARNING COORDINATOR Dr. Diane Fisher { DIGITAL LEARNING COACH John Harlow { DIGITAL LEARNING COACH { 2 } * * * # ACKNOWLEDGMENTS The Mississippi Department of Education appreciates the dedication of the following educators who contributed their talent and extensive knowledge to the review of this document: ## ITEACH AT KENNESAW STATE UNIVERSITY Anna Bilyeu { PROJECT MANAGER Jennifer Grimes **{ ITEACH COACH** Erin Hall { ITEACH COACH Dr. William Wright **{ ITEACH COACH** Samantha York { ITEACH COACH ## AI COLLABORATIVE POWERED BY MICROSOFT JJ Townsend **{ MICROSOFT** Dr. Brittany Myburgh **{ COLLEGE OF LIBERAL ARTS, JACKSON STATE UNIVERSITY** Krystal Chatman **{ COMPUTER SCIENCE TEACHER ASSOCIATION** Bob Buseck **{ MISSISSIPPI CODING ACADEMIES** Jim St. Clair { MISSISSIPPI AI COLLABORATIVE / MISSISSIPPI CODING ACADEMIES { 3 } * * * TABLE OF CONTENTS WHAT is Artificial Intelligence? .....5 HOW can AI impact the classroom? .....6 HOW can AI be leveraged in the classroom? .....7 $\\textcircled{1}$ Digital Citizenship.....8 Strategies to Deter Cheating and/or Plagiarism .....11 $\\textcircled{2}$ Standards-Aligned Content & Tools.....13 $\\textcircled{3}$ Active Learning & Engagement.....15 $\\textcircled{4}$ Formative Assessment & Feedback .....17 $\\textcircled{5}$ Accessibility .....19 WHAT should be considered when creating a policy for AI use? .....22 Training on the use of AI .....23 RESOURCES .....25 REFERENCES.....26 * * * IS ARTIFICIAL INTELLIGENCE? WHAT Artificial intelligence (AI) is the ability of a computer or computer-controlled robot to mimic human tasks that require learning, problem solving, and recognizing patterns to make predictions. Developers program AI to learn from data and then use that information to solve problems, make predictions, and emulate human thought-processes. AI is powered by machine learning, which is the process that allows machines to learn from data independently. Through machine learning, computers can pull in large amounts of data in the form of images, video, text, and audio and learn to recognize patterns and make predictions. Machine learning processes often use large language models that can understand and generate human language. These models, known as generative AI, produce content such as text, images, and audio. Google Genesis and Open AI ChatGPT are examples of generative AI that utilize machine learning and large language models. While AI may seem like the newest tool in the world of technology, it’s been working behind the scenes for decades. Today, we are surrounded by AI in our personal and professional lives, including Google search assistant, virtual assistants (e.g., Siri and Alexa), predictive text, facial recognition, medical procedures, and countless other applications. IN EDUCATION SAINT Student-Aligned Instruction (SAINT), the first intelligent tutoring system, was designed to teach basic Math and English Language Arts skills. ALEKS Assessment and Learning in Knowledge Spaces (ALEKS) was created as an adaptive assessment tool for personalized math instruction. • Background noise cancellation or reduction for video or audio recordings As AI has grown, so has its uses in education. Below are examples of commonly used classroom AI tools: • Dictation (speech-to-text) • Dictation (speech-to-text) • Grammar and spelling suggestions • { 55 } } { Translation tools for text, speech, and images • Design suggestions (such as in Google Slides or Microsoft PowerPoint) • Real-time fluency trackers * * * CAN AI IMPACT THE CLASSROOM? HOW As with any technology, the tool, device, or process itself is not right or wrong, good or bad. Rather, educators’ and students’ purpose and intent when using the technology determines its benefits and appropriateness. It is important to understand the potential for the misuse of AI tools, while simultaneously balancing the benefits of incorporating AI in the classroom. AI-powered tools can: OPPORTUNITIES ª Adapt to students’ needs for mastery of content and provide personalized learning experiences. ª Act as a personal tutor that helps students learn at a comfortable pace and understand complex concepts. ª Provide basic accommodations or support to students (e.g., text-tospeech or translations), freeing up teachers to focus on OPPORTUNITIESproviding more intensive and individualized support. ª Stimulate discussions, spark ª Stimulate discussions, spark curiosity, and unlock creativity. ª Create opportunities for students to solve problems and analyze, synthesize, and share their thinking. ª Increase teacher productivity and student productivity. CAUTIONS ª Serve as a brainstorming partner for teachers to enhance lessons in their classrooms. ª Create opportunities for cheating or plagiarizing material. ª Provide inaccurate information. ª Reinforce unfair biases through the tool’s structure and design or by drawing information from data sets that lack balance. ª Suggest information, activities, or assessments that do not adequately meet the rigor or intent of a content area standard. CAUTIONS ACCURACY & BIAS AI is only as accurate as the data it processes. AI’s machine learning models draw from large data sets, often gathered from the Internet, which are not guaranteed to be accurate, as not all information on the Internet is factual. Generative AI tools like Google Genesis or Open AI ChatGPT are not specifically coded to provide accurate information. Instead, they ª Invite over reliance that may limit critical and original thinking. ª Generate harmful or inappropriate images or disinformation. ª Blur the boundaries surrounding content ownership, copyright, and licensing. ª Increase data privacy and security risks depending on the technology provider’s privacy and data sharing policies. * * * CAN AI BE LEVERAGED IN THE CLASSROOM? **HOW** It is important to note that AI-powered tools can never replace the human element of teaching. Educators are integral to the instructional process. They support students’ learning journeys by building relationships, developing critical thinking and creativity skills, responding to student needs, providing timely feedback, and fostering ethical values. AI-powered tools can enhance classroom instruction by helping educators design personalized learning experiences and provide scaffolded support for students. In addition to instructional uses, educators and students can use AI tools, such as virtual assistants, to improve organization, productivity, and communication. The following sections are arranged according to the five components of digital learning found in the Digital Learning Instructional Guide. These five components represent areas of instructional enhancements within the learning environment, as shown in the graphic below. Each of the five sections presents strategies for students, teachers, and administrators on the utilization of AI in the classroom. { 7 } * * * AI and Digital Learning: Digital Citizenship The first and most essential component for ensuring proper use of AI and other digital tools is developing digital citizenship skills. DIGITAL CITIZENSHIP includes teaching students how to be safe, kind, and responsible in a digital world, as well as how to critically analyze resources and use those resources appropriately. Instruction on digital citizenship topics should not be a one-and-done lesson each year. Instead, educators should discuss and model these skills whenever technology tools are used in the classroom. STUDENTS Students, teachers, and administrators can use the following strategies to support the appropriate use of AI tools in the classroom. Know and follow the acceptable use policies developed by the school district that outline ethical student use of AI tools. Adhere to plagiarism and STUDENTSacademic integrity guidelines by not directly copying information provided by AI tools and passing it off as original work. Use generative AI tools to find information or sources about a topic, then check the validity of the information and sources. Apply spam filters in email systems to help catch phishing, scam, and malware attempts. Employ citation gene ---------------------------------------- ## Missouri DESE: Artificial Intelligence Guidance for Local Education Agencies (v1.0, 2025-26) - Canonical URL: https://www.k12policies.com/policy/mo1 - Jurisdiction: MO (MO) - Level: state - Sector: state - Category: tech - Year: 2025 - Source PDF: https://dese.mo.gov/ ### TL;DR This guidance provides Missouri school districts with a roadmap for adopting artificial intelligence, emphasizing the balance between leveraging AI for personalized learning and maintaining strict human oversight and data privacy. It encourages LEAs to develop flexible policies that prepare students for an AI-driven workforce while protecting against bias and academic dishonesty. ### Purpose To provide a comprehensive framework for Missouri Local Education Agencies (LEAs) to integrate AI into K-12 classrooms ethically, safely, and effectively while maintaining academic integrity. ### Key provisions - Human Oversight: Mandates 'human-in-the-loop' review to verify AI outputs for accuracy, bias, and 'hallucinations.' - Data Privacy & Safety: Requires LEAs to define personally identifiable information (PII) and prohibit its use in prompts to comply with FERPA, COPPA, and CIPA. - AI Literacy: Infuses AI education across all grade levels to prepare students for a workforce where 75% of companies plan to adopt AI. - Academic Integrity: Encourages updating 'Acceptable Use Policies' (AUP) and honor codes to clearly define permissible vs. prohibited AI use in assignments. - Equitable Access: Ensures AI tools are available to all students regardless of socioeconomic status to prevent widening the digital divide. - Professional Development: Recommends ongoing training and the appointment of an 'AI Coordinator' to navigate evolving technology. ### Who it applies to Students;Teachers;School Administrators;Local Education Boards;Parents and Guardians ### Full text Artificial Intelligence Guidance for Local Education Agencies Version 1.0 Missouri DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION TM 2025-26 Table of Contents Version History.............................................................................................................................................. 2 Acknowledgments......................................................................................................................................... 3 Purpose ......................................................................................................................................................... 4 Legislative Context ........................................................................................................................................ 4 What is Artificial Intelligence ........................................................................................................................ 5 Challenges and Benefits of AI in Education .................................................................................................. 6 Best Practices for Implementing AI in Education........................................................................................ 10 AI Integration .............................................................................................................................................. 12 AI Policies .................................................................................................................................................... 14 Resources .................................................................................................................................................... 18 2 Version History Date Description of Changes Version Initial document created 1.0 3 Acknowledgments Computer Science Advisory Council With (DESE),the thecouncil council Withmembers membersselected selectedby by the theDepartment DepartmentofofElementary Elementaryand andSecondary Secondary Education (DESE), is specialistsin inboth both education educationand andcomputer computerscience, science,working workingtogether togethertotoimprove improveand and is made up of specialists maintain computer science education throughout Missouri. The council was tasked to develop guidelines (LEA). guidelines for for artificial artificialintelligence intelligence for forlocal local education education agencies agencies (LEA). Name Atkins, Dr. Charlene Bitter, Heather Agency/Title University University of ofCentral Central Missouri Missouri Name Lumpkin, Jim Computer Science, Francis Howell DESE Career and Technical Education Coordinator Cybersecurity, Cybersecurity, Lee's Lee’s Summit Summit Marra, Dr. Rose Burton, April Instructional Technology, Francis Howell Olson, Sarah Chism, Betty Computer ComputerApps Appsand andPrograms, Programs, Ferguson-Florissant Ferguson-Florissant Perkins, Lisa Cline, Cari Northwest NorthwestMissouri MissouriState State Pingrey, Jamye Brown, Lori Buckner, Christy Corcoran, Michael Dierker, Elizabeth Franks, Kendra German, Susan Hamilton, Robert Hays, Dr. Lauren Ibberson, Katy Liu, Dr. Siming University DESE Computer Science Assistant Director Computer Science, Rockwood DESE Director of Fine Arts McKoy, Dr. Stefanie Murphy, Brock Pryde, Kelly Roth, Justin Schack, Katherine DESE Curriculum Coordinator Elementary Computers, Fatima School District University University of ofCentral Central Missouri Missouri Shannon, Cindy Silman, Haley Fine Arts Content Lead, Wentzville Missouri State University Tremain, Dr. Cade Tietze, Eric Agency/Title Cybersecurity, Fort Osage University University of of Missouri Missouri Columbia Special Education, Branson School District CEO & Co-Founder Co-Founder of CEO & of Parent ProTech Business and Marketing Educator, Nevada Business Educator, Stewartsville Media Specialist, Columbia University University of ofCentral Central Missouri STEM, Ste. 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According to the report, 75 percent of the AI by by 2027, 2027,leading leadingtotojob jobdisplacement displacementand andnew new thecompanies companies surveyed intend to integrate generative AI job opportunities. Other studies have suggested that 19 percent of the workforce could see more ---------------------------------------- ## Montana Artificial Intelligence in K-12 Education Guidelines (v1.0, October 2025) - Canonical URL: https://www.k12policies.com/policy/mt1 - Jurisdiction: Montana Office of Public Instruction (MT) - Level: state - Sector: state - Category: tech - Year: 2025 - Source PDF: https://opi.mt.gov/Portals/182/Page%20Files/Homepage/Docs/Montana%20Artificial%20Intelligence%20in%20K12%20Education%20Guidelines.pdf?ver=2025-10-14-134920-167 ### TL;DR The Montana Artificial Intelligence in K-12 Education Guidelines aim to help Montana school districts integrate AI responsibly. This living document will be updated biannually, focusing on equitable access and robust data privacy for all students. ### Purpose To provide a foundational framework for K-12 school districts in Montana to develop local policies and implement AI tools effectively. These guidelines emphasize training educators, building AI literacy, and creating adaptable systems that evolve with technology, while aligning with Montana's unique educational vision and addressing the needs of rural, urban, and tribal communities. ### Key provisions - Districts should adopt core principles including data privacy & security, transparency & accountability, bias awareness & information verification, human oversight & educator judgment, and academic integrity. - AI can offer benefits like personalized learning, enhanced educator capacity, accessibility improvements, and simulated learning experiences, but also carries risks such as bias, overreliance, erosion of interpersonal skills, access gaps, and privacy concerns. - AI integration with curriculum should be developmentally appropriate, reinforce core content and digital literacy, and foster critical thinking, ethical understanding, and practical AI skills. - Professional learning for educators is crucial, emphasizing foundational AI literacy, ethics and equity, role-specific skills, human oversight, and continuous growth through tiered training and hands-on practice. - AI tools must meet accessibility standards and provide features like text-to-speech and translation to benefit all students, including those with disabilities and English language learners, with a focus on closing opportunity gaps. - Strict data privacy and security measures are required, adhering to FERPA, COPPA, and Montana state laws, with an emphasis on data minimization and indigenous data sovereignty. - Policy and governance must align with Montana’s legal framework, cultural commitments, and practical realities, ensuring local control while addressing unique challenges in rural and tribal communities. - A five-phase implementation roadmap includes establishing a strong foundation, developing responsible use policies, capacity building, ensuring accessibility, and continuous monitoring and evaluation. ### Who it applies to Montana Educators; School Administrators; K-12 Students; Families; Policymakers; Montana Office Of Public Instruction (Opi); Frontier Learning Lab At The Montana Digital Academy; Montana School Board Association; Tribal Governments And Communities; Ai Tool Vendors; Higher Education Institutions; Workforce Development Programs ### Full text # Montana Artificial Intelligence in K12 Education Guidelines ## Prepared for Montana educators, administrators, families, and policymakers Version 1.0 \| October 2025 \| Biannual Review Cycle \| Feedback Invited via frontierlearninglab.io/feedback * * * Welcome and Acknowledgements The Montana Artificial Intelligence in Education Guidelines are designed to support district leaders in creating and refining implementation guidance as well as developing AI-related policies. Grounded in Montana’s educational vision, this document provides a foundation for developing local guidance and policies, while training educators to responsibly integrate AI tools, strengthen AI literacy, and build adaptive systems that evolve with emerging technologies. The Montana Office of Public Instruction (OPI), in collaboration with the Frontier Learning Lab at the Montana Digital Academy and key education partners, is leading the development of this guidance for district leaders across Montana. We extend our gratitude to all those who contributed to this drafting process. In concert with this effort, the Montana School Board Association is releasing model policies to school boards and districts across the state. This work reflects Montana’s unique context, serving rural, urban, and tribal communities. Together, we are moving forward to support the safe, ethical, and equitable integration of AI in education, with a focus on achieving enhanced outcomes and expanding opportunities for all students. Thank you for your partnership, Susie Hedalen Superintendent of Public Instruction Jason Neiffer Executive Director, MTDA * * * # TABLE OF CONTENTS ## Welcome and Acknowledgements ... 2 ## TABLE OF CONTENTS ... 3 ## Introduction ... 4 ## Core Principles for AI Use in Montana Schools ... 5 ## Benefits and Risks of AI in Education ... 6 Benefits ... 6 Risks ... 6 **AI in Teaching and Learning ... 7** Integration with Curriculum ... 7 Ethics, Safety, and Societal Impact ... 7 Creativity, Collaboration, and Critical Thinking ... 8 Family & Community Engagement ... 8 Innovation ... 8 **Professional Learning for Educators ... 9** Guiding Principles ... 9 Recommended Practices ... 9 **Accessibility ... 10** Guiding Principles ... 10 Recommended Practices ... 10 **Data Privacy and Security ... 11** Guiding Principles ... 11 Recommended Practices ... 11 **Policy and Governance ... 12** Constitutional Players ... 12 Tribal Sovereignty and Consultation ... 12 Local Control and Rural Realities ... 12 Governance Practices for Districts ... 13 Higher Education/Workforce Connections ... 13 Student and User Data Privacy ... 13 **Implementation Roadmap ... 14** Capacity Building Supports ... 14 I. Establishing a Strong Foundation and Vision ... 14 II. Developing Policies and Practices for Responsible Use ... 15 III. Capacity Building and Professional Learning ... 15 IV. Accessibility and Implementation Pathways ... 15 V. Monitoring, Evaluation, and Continuous Improvement ... 16 ## Glossary ... 17 ## References ... 18 State Guidance Documents ... 18 National and International Resources ... 18 Montana Constitutional and Statutory Anchors ... 19 How AI Supported the Development of this Document ... 20 * * * # Introduction This guidance is designed to support Montana’s schools and districts as they explore and implement Artificial Intelligence (AI) in K–12 education. It is a living document, reviewed and updated biannually and refined as technologies, policies, and classroom practices evolve. Feedback is welcome to ensure this document remains practical, relevant, and responsive to Montana’s unique educational landscape. To keep this work responsive, districts, educators, parents, and students are encouraged to share feedback via frontierlearninglab.io/feedback. We will gather input annually, and updates will be published with explicit versioning. AI presents both opportunities and challenges. These guidelines are designed to help districts make informed, locally relevant decisions. * * * # Core Principles for AI Use in Montana Schools To help anchor local policy and implementation, it is recommended that districts adopt the following principles, supported by professional development resources and clear implementation guidance tailored to each district. ## Data Privacy & Security AI use should comply with all relevant laws and policies related to student data, including FERPA and COPPA, and uphold strong data governance practices. Students and families should be protected from unnecessary surveillance, data sharing, or automated decision-making without consent. ## Transparency & Accountability AI tools must be explainable and understandable. Educators, students, and families deserve to know when AI is involved in learning, grading, decision-making, or access to services. ## Bias Awareness & Information Verification AI tool outputs must be critically examined for embedded biases and the accuracy of the information they produce. Districts should regularly assess protocols to mitigate harms caused by bias or unverified information. ## Human Oversight & Educator Judgment AI should support, but not replace, educators. Teachers bring context, empathy, and moral reasoning that no machine can replicate. All AI use must include active human engagement and oversight. ## Academic Integrity AI must be used in ways that reinforce learning, not undermine it. Clear expectations should guide when and how students use AI tools, with an emphasis on originality, transparency, and reflection. Districts and schools are encouraged to seek out professional learning opportunities and vetted implementation resources to support these principles in practice. Districts are encouraged to consult MTSBA’s model policies as they operationalize these principles within board-approved frameworks, as well as exemplar district policies from other Montana school districts through the Frontier Learning Lab. * * * # Benefits and Risks of AI in Education Artificial Intelligence presents a range of transformative opportunities for K–12 education, accompanied by significant challenges that necessitate thoughtful navigation. Montana’s districts should approach AI adoption with a balanced lens—seeking benefits where they align with instructional and district goals while remaining aware of potential harms. ## Benefits - **Personalized learning and tutoring: AI tools—such as adaptive tutoring systems—can tailor instruction to** meet the individual needs of students and support those from under-resourced backgrounds. - **Enhancing educator capacity: AI can streamline routine tasks, such as lesson planning, generating materials,** and monitoring student progress, thereby reducing the administrative load. This allows teachers to devote more time to higher-order work—fostering critical thinking, nurturing creativity, supporting social-emotional learning, and building meaningful connections with students—while maintaining human oversight and accountability. - **Accessibility enhancements: AI-powered tools (e.g., text prediction, translation, voice-to-text) enhance access** for students with disabilities or those with language needs. - **Simulated and real-world learning: AI enables immersive simulations and the exploration of real-life** scenarios, bridging classroom learning with practical applications that align with workforce skills. ## Risks - **Bias and misinformation: AI tools can reflect biased data or provide inaccurate outputs.** - **Overreliance and erosion of learning processes: Students depending too heavily on AI may bypass critical** thinking and the deeper learning that comes from productive struggle. - **Erosion of interpersonal skills: Excessive AI use can reduce face-to-face interaction and social-emotional** development, particularly in younger learners. - **Access gaps: Without adequate infrastructure, AI could exacerbate digital divides—leaving rural or financially** constrained districts behind. - **Privacy and surveillance concerns: AI-powered monitoring or data-heavy tools (such as assessment** platforms) raise risks if data is mismanaged or a breach occurs. - **Ethical complexity for children: AI’s impact on learning values is complex and demands careful, intentional** design. * * * AI in Teaching and Learning The integration of AI into education is an accelerating phenomenon with profound implications for human thinking, interaction, and decision-making. This guidance advocates for a human-centered approach to AI, emphasizing that AI should serve to strengthen human capabilities and contribute to accessible, just, and sustainable futures, rather than undermining human intelligence, agency, or the fundamental human-to-human relationships that are vital in education. This approach ensures that AI enhances, rather than diminishes, the educational experience. Integration with Curriculum ● Developmentally Appropriate: AI integration should be thoughtfully planned across subjects and grade levels in age-appropriate and progressively scaffolded ways. This progression should account for students' cognitive and emotional development, especially their ability to critically evaluate AI outputs. ● Reinforcing Core Content and Digital Literacy: Integrating AI in education must be built upon a strong foundation ● Reinforcing Core Content and Digital Literacy: Integrating AI in education must be built upon a strong foundation of foundational literacies, including basic literacy, numeracy, coding, and media and information literacy. These are considered essential for navigating and shaping the AI era. AI concepts should be integrated interdisciplinarily across various subjects, such as science, technology, engineering, arts, and mathematics (STEAM), as well as social studies, world languages, humanities, and civic education, rather than being confined to a discrete subject. ● Curriculum Design: Curriculum frameworks can include fostering students' critical thinking, ethical understanding, ● Curriculum Design: Curriculum frameworks can include fostering students' critical thinking, ethical understanding, and practical skills in selecting, applying, and even crafting AI tools. This can be implemented with an awareness of the dynamic updates needed to remain relevant with rapidly advancing AI technologies. Ethics, Safety, and Societal Impact ● Discussions of Bias and Fairness: AI systems can embed and exacerbate existing biases from their training data, leading to discriminatory digital divides. Classroom use must actively address these concerns, promoting critical evaluation of AI outputs for accuracy, bias, and misinformation. ● Authorship and Intellectual Property: AI's use of vast online data, often without consent, raises significant copyright ● Authorship and Intellectual Property: AI's use of vast online data, often without consent, raises significant copyright and intellectual property concerns. Students should learn about these issues, emphasizing responsible use, proper attribution, and acknowledging AI's contributions, while upholding academic integrity. ● Environmental Impact: Like the use of most technologies, there is an environmental cost of AI systems, which ● Environmental Impact: Like the use of most technologies, there is an environmental cost of AI systems, which require significant energy, materials, water, and contribute to carbon emissions. ● Well-being, Privacy, and Safety: Classrooms must ensure data privacy and user safety. This includes explicit require significant energy, materials, water, and contribute to carbon emissions. ● Well-being, Privacy, and Safety: Classrooms must ensure data privacy and user safety. This includes explicit attention to children's rights and well-being, consideration of age limits for unsupervised AI interaction, and protection against manipulation or harmful content. Transparency and explainability are vital for users to understand how AI works and impacts them. ● Frameworks- Merits and Risks: Frameworks offer valuable perspectives on ethics, literacy, and responsible AI works and impacts them. ● Frameworks- Merits and Risks: Frameworks offer valuable perspectives on ethics, literacy, and responsible AI use. At the same time, not all frameworks align with Montana’s cultural, legal, or rural context. These resources should be treated as adaptable references, rather than mandates, and they should be applied with local needs and values in mind. * * * Creativity, Collaboration, and Critical Thinking ● Creative Expression: AI can serve as a powerful tool to expand creative expression, enabling new forms of text, art, and music. ● Collaborative Problem Solving: AI can support collaborative problem-solving by acting as a "thinking partner" to ● Collaborative Problem Solving: AI can support collaborative problem-solving by acting as a "thinking partner" to brainstorm ideas, refine outputs, or even simulate roles like a debate partner or research assistant. ● Critical Thinking and Judgement: Crucially, AI should prompt deeper critical thinking, not diminish it. Learners must ● Critical Thinking and Judgement: Crucially, AI should prompt deeper critical thinking, not diminish it. Learners must learn to evaluate AI-generated content for accuracy, relevance, and fairness, cross-referencing with reliable sources and questioning its outputs. This means nurturing human judgment and avoiding over-reliance or passive acceptance. Family & Community Engagement ● Public Awareness and Shared Responsibility: Promoting AI literacy requires a multi-stakeholder approach, involving governments, intergovernmental organizations, civil society, academia, parents, and the private sector. ● Informing Families and Communities: Districts are encouraged to provide clear, accessible information (e.g., ● Informing Families and Communities: Districts are encouraged to provide clear, accessible information (e.g., guides, workshops) to families and the wider community. This information should help families and communities to understand AI's implications, address misconceptions, and engage in informed decisions about its use, especially concerning children's rights, privacy, and well-being. Students, particularly children and youth, should be meaningfully engaged in conversations and decision-making about AI's impact on their lives. Innovation ● Fostering Responsible Innovation: While AI offers immense potential for innovation and new forms of learning, it must be introduced with careful consideration and critical evaluation. The focus should be on evidence-based use cases that align with educational priorities, rather than simply novelty or hype. ● Tied to Instructional Goals and Monitored for Impact: AI applications should be validated for their ethical and ● Tied to Instructional Goals and Monitored for Impact: AI applications should be validated for their ethical and pedagogical appropriateness before large-scale adoption, ensuring they do no predictable harm, are effective for target learners, and align with sound pedagogical principles. Continuous monitoring and evaluation of AI systems are necessary throughout their life cycle to ensure robustness, integrity, and adherence to ethical guidelines, requiring re-certification if needed. * * * # Professional Learning for Educators Professional learning is essential to ensure that educators across Montana can use AI responsibly, effectively, and with confidence. This includes both technical skill development and the broader professional capacities needed to sustain human-centered education in the age of AI. Districts are encouraged to consult MTSBA’s model policies as they operationalize these principles within board-approved frameworks. ## Guiding Principles - **Build Foundational AI Literacy: Educators at all levels should develop an understanding of what AI is, how it** works, its limitations, and its ethical implications. - **Embed Ethics and Equity: Training must emphasize bias awareness, fairness, data privacy, and the** importance of ensuring AI does not widen student access gaps. - **Support Role-Specific Skills: Professional learning should be scaffolded for different roles (teachers,** administrators, support staff), ensuring each group understands how AI intersects with and/or can support their responsibilities. - **Emphasize Human Oversight: Educators must learn to critically evaluate AI outputs, maintaining accountability** and ensuring that technology supports—not supplants—human judgment. - **Encourage Continuous Growth: Because AI tools evolve rapidly, professional learning should be ongoing,** flexible, and embedded within a culture of continuous improvement. ## Recommended Practices - **Tiered Training: Provide introductory sessions for all educators, advanced workshops for instructional leaders,** and specialized sessions for technical staff and policymakers. - **Hands-On Practice: Create opportunities for educators to test AI tools in safe, low-stakes settings, allowing for** reflection on the benefits, risks, and instructional applications. - **Collaborative Learning: Encourage professional learning communities (PLCs) and cross-district networks to** share strategies, resources, and case studies of AI in practice. - **Family and Community Engagement: Offer parallel learning opportunities for families and communities so** they can understand how AI is used in schools. * * * # Accessibility Montana’s unique educational landscape, comprising rural, urban, and tribal communities, necessitates that AI integration be approached with a lens towards equal access. The goal is to ensure that all students, regardless of geography, socioeconomic background, language, or ability, benefit from safe and effective use of AI. ## Guiding Principles - **Close Opportunity Gaps: AI should be deployed to expand—not limit—educational opportunity, ensuring that** underserved and under-resourced students are supported. - **Accessibility by Design: AI tools must meet accessibility standards (e.g., WCAG, Section 508) and provide** features such as text-to-speech, translation, and adaptive interfaces to serve students with disabilities and English language learners. - **Cultural Relevance and Respect: While AI may support instruction, fulfilling IEFA requires educator expertise** to ensure teaching strategies and content remain culturally relevant and respectful. ## Recommended Practices - Prioritize funding and support for districts and schools that express interest in AI tools, particularly those serving high percentages of rural, tribal, or low-income students. - Districts and educators should honor tribes’ existing guidance and established approaches to delivering tribal content when considering the use of AI tools in education. * * * # Data Privacy and Security Protecting student information and upholding trust are foundational to the use of AI in Montana’s schools. This includes compliance with existing laws, strong local governance, and clear accountability. ## Guiding Principles - **Legal Compliance: Comply with FERPA, COPPA, and Montana state laws regarding student data privacy.** - **Tool Purpose & Privacy: AI tools vary in purpose and data practices. General-purpose language models (such** as large-scale AI systems available to the public) differ from K-12 educational platforms designed specifically for school use under contract. Districts should apply the same standard of care—protecting student information, verifying vendor data practices, and avoiding the use of personally identifiable information—regardless of the tool type. - **Data Minimization: Collect only the data necessary for educational purposes and avoid unnecessary or** intrusive data collection. - **Indigenous Data Sovereignty: Respect tribes’ established guidance for delivering tribally authored materials** and managing tribal data. Use IEFA-aligned resources as provided, without altering or remixing them with AI tools. - **Security Standards: Maintain rigorous security practices, including encryption, access controls, and regular** audits. ## Recommended Practices - Require contracts with vendors to include clear provisions for data protection, prohibiting secondary uses of student data such as advertising or model training. - Establish state-level vetting or procurement guidance to support districts in selecting AI tools that meet privacy and security standards. - Provide training for educators and administrators on responsible data practices, including how to evaluate vendor claims and ensure compliance. - Regularly review AI systems to confirm that data retention policies are followed and that information is deleted when no longer necessary. - Encourage districts to communicate privacy policies in accessible, family-friendly language, including translations where needed. * * * # Policy and Governance Policy and governance for AI in education in Montana must align with the state’s legal framework, cultural commitments, and practical realities of largely rural school systems. Districts must ensure that any AI-related policy or practice is grounded in Montana law and responsive to local needs. ## Constitutional Players Montana’s “Constitutional Players” framework for governance of education distributes education authority across multiple entities, each with distinct roles in AI policy and implementation. These constitutional players include the Legislature, the Governor, the Board of Public Education, the Board of Regents of Higher Education, the Superintendent of Public Instruction, and local school boards. The Legislature sets statutory frameworks and funding parameters that shape AI adoption, while the Governor’s office coordinates cross-agency AI initiatives and workforce alignment. The Board of Public Education establishes administrative rules, educator preparation standards, and accreditation requirements that may include AI-related expectations, while the Board of Regents oversees higher education policy and research that inform the integration of AI within Montana’s colleges and universities. The Superintendent of Public Instruction provides guidance and technical assistance to districts on AI implementation, while local school boards make direct decisions about AI tool adoption, staff training, and student use policies within their communities. The Montana School Boards Association (MTSBA) provides complementary guidance for local policy development and district-level implementation of AI. For the latest guidance from MTSBA, go to [http://mtda.link/mtsbaaipolicy](http://mtda.link/mtsbaaipolicy). ## Tribal Sovereignty and Consultation Montana recognizes tribal governments across Big Sky Country, each possessing inherent sovereignty that predates the United States. Specific to educational curricula, the Montana Constitution stipulates that "The state recognizes the distinct and unique cultural heritage of the American Indians and is committed in its educational goals to the preservation of their cultural integrity." Montana's constitutional commitment to inclusion of culturally respectful education about Montana's first peoples is reflected in the Indian Education for All Act, which requires all students to learn about the distinct heritage of American Indians. This law acknowledges the importance of teaching all students about Montana's tribal communities and cultures. For AI use, tribal sovereignty means that tribes maintain jurisdiction over their data and digital materials, have the inherent right and authority to regulate the deployment of technology that affects their communities, and the right to determine whether and how AI systems interact with their cultural knowledge. Those drafting AI policies must recognize tribal authority over these technologies and ensure that any resulting policies are the result of meaningful consultation when state AI initiatives could impact tribal communities or infringe upon their data sovereignty rights. ## Local Control and Rural Realities Montana's commitment to local control means that AI decisions ultimately rest with individual school districts, but rural realities create unique implementation challenges. Small districts may lack dedicated technology staff, may have limited broadband infrastructure, and constrained budgets that affect AI tool selection and support. Rural schools may need to rely on regional cooperatives, state-provided resources, or shared services agreements to effectively evaluate and implement AI solutions. Additionally, Montana's geographic isolation means that many districts require AI tools that function reliably with intermittent connectivity and can be managed remotely. Local boards must balance the promise of AI-enhanced learning with practical constraints of rural implementation, ensuring that any AI adoption aligns with community values and actually improves educational outcomes rather than creating additional administrative burden for already stretched staff. * * * # Governance Practices for Districts ## District-level AI governance should include: - Adoption of local AI policies tied explicitly to MCA and ARM references. - A data privacy review process and model contract language consistent with Montana law. - Rural-scaled implementation options that account for local capacity and shared services. # Higher Education/Workforce Connections Montana's AI education policies must align with the state's higher education institutions and workforce development priorities to create coherent pathways for students. The Montana University System plays a critical role in preparing teachers who can effectively integrate AI tools and in conducting research that informs K-12 AI implementation. # Student and User Data Privacy Montana schools are regulated by a robust set of expectations regarding student and user data privacy. Federally, schools must follow FERPA (Family Educational Rights and Privacy Act), which sets baseline privacy protections for student education records, and must ensure compliance with COPPA (Children's Online Privacy Protection Act), which allows schools to consent on parents' behalf for educational technology use but requires that vendors meet COPPA requirements when collecting personal information from children under 13. At the state level, Montana schools must comply with the Montana Pupil Online Personal Information Protection Act, which includes two key statutes: 20-7-1325 (Online Protections for Pupils) prohibits educational technology companies from engaging in targeted advertising, selling student information, or using protected data for non-educational purposes, while 20-7-1326 (Pupil Records -- Online Privacy Protections) requires school districts to include specific privacy safeguards in contracts with third-party vendors who provide digital educational services or cloud-based storage of student records. Schools should work with vendors that provide detailed, written information regarding their specific compliance with these laws and expectations. When applicable, schools require vendors to provide a Montana Student Data Privacy Agreement. * * * # Implementation Roadmap Successful AI integration requires careful planning, regional collaboration, and support from trusted external partners. Montana’s size, rural context, and diversity of district composition make it essential to provide flexible, scaffolded pathways for implementation. ## Capacity Building Supports - **Montana Digital Academy (MTDA): MTDA, via the Frontier Learning Lab, can provide professional learning to** help districts pilot and scale AI-supported practices and vetted platforms. - **Regional Service Agencies and Cooperatives: These agencies can deliver training, host professional learning** communities, and provide shared technical expertise for small or remote districts that cannot sustain standalone initiatives. - **State Education Organizations: The Montana School Board Association, School Administrators of Montana,** Montana Rural Education Association, Map of Montana Small School Alliance, and regional education cooperatives can provide guidance and professional learning. - **Higher Education Partnerships: Universities and community colleges—including Montana’s tribal** colleges—may offer opportunities for joint training, research, and educator preparation aligned with AI literacy and implementation goals. ### I. Establishing a Strong Foundation and Vision The first phase lays the groundwork by defining a clear vision and engaging stakeholders. * * * - **Define Purpose and Goals: Articulate why AI matters, linking efforts to district priorities and educational vision.** The goal is to enhance student outcomes and empower educators, rather than adopting technology for its own sake. - **Convene a Diverse Team: Form a cross-functional committee of administrators, teachers, IT leaders, students,** parents, tribal leaders, and community members to guide AI use and ensure local needs are addressed across rural, urban, and tribal settings. - **Introductory Training: Provide orientation for district leaders, board members, and student leaders to build a** shared understanding of AI’s potential, limits, and ethical considerations. ## II. Developing Policies and Practices for Responsible Use This stage ensures AI integration is safe, ethical, and equitable. - **Review and Update Policies: Adapt existing policies on academic integrity, acceptable use, privacy, grading,** and digital citizenship to include AI. - **Establish Core Principles: Ground all policies in shared values: privacy, transparency, accountability,** accessibility, human oversight, and academic integrity. - **Promote Transparency and Communication: Share clear information about AI’s benefits, risks, and** safeguards, and invite community feedback. - **Vendor Vetting: Require clear contracts with AI providers that address data security, privacy, and bias** mitigation. Avoid entering personally identifiable information (PII) into unauthorized tools. - **Emphasize Human Oversight: Ensure AI supplements—not replaces—educator judgment. All AI-generated** content should be critically reviewed before classroom use. ## III. Capacity Building and Professional Learning Sustained development for staff is essential for meaningful use. - **Differentiated PD: Provide role-specific professional learning on AI literacy, ethics, privacy, and practical** strategies. - **Hands-On Practice: Create safe spaces for educators to test tools, reflect on risks and benefits, and** collaborate in PLCs or cross-district networks. - **AI Literacy for All: Ensure all staff and students develop a baseline understanding of what AI is, how it works,** its limitations, and how to use it responsibly. ## IV. Accessibility and Implementation Pathways AI adoption must benefit all students, regardless of their geographic location or circumstances. * * * - **Close Digital Gaps: Provide access to devices, connectivity, tools, and platforms with special attention to rural,** underserved, and tribal communities. - **Pilot, Then Scale: Start with small pilots to refine approaches before broad adoption.** - **Rural-Scaled Options: Leverage cooperative and shared contract options for small schools with multi-role** educators and mixed-age classrooms. - **Higher Education & Industry Partnerships: Partner with universities, tribal colleges, industry, and workforce** programs to develop relevant and culturally responsive applications. - **Inclusive Design: Prioritize tools that meet accessibility standards and serve students with disabilities and** multilingual learners. ## V. Monitoring, Evaluation, and Continuous Improvement Because AI evolves quickly, integration requires ongoing reflection and adjustment. - **Regular Reviews: Update policies and practices semi-annually or annually to keep pace with technological and** legal shifts. - **Feedback Loops: Collect input from students, staff, and communities to improve over time.** - **Track Impact: Measure whether the use of AI improves equity, instruction, well-being, and data security.** - **Share Best Practices: Disseminate lessons learned and success stories statewide to accelerate collective** growth. The Frontier Learning Lab, a program of MTDA, provides statewide support for this roadmap, offering expertise, professional learning, model policies, and collaborative networks to help Montana schools implement AI responsibly and effectively. The Frontier Learning Lab can be contacted through [ai.help@montanadigitalacademy.org](mailto:ai.help@montanadigitalacademy.org) * * * # Glossary The glossary provides shared language for Montana educators, families, and policymakers as they engage with AI in education. Terms are drawn and adapted from national frameworks. ## Artificial Intelligence (AI): Computer systems designed to perform tasks that typically require human intelligence, such as recognizing speech, analyzing data, making predictions, or generating text and images. **Generative AI: A type of AI model trained on large datasets that can create new content—such as text, images, audio,** or code—based on patterns in its training data. **Large Language Model (LLM): A type of artificial intelligence trained on vast amounts of text data that can generate** human-like responses, complete tasks such as writing or summarizing, and answer questions. LLMs, such as ChatGPT or Gemini, rely on patterns in language rather than true understanding, which means their outputs require human review and oversight. **Algorithm: A step-by-step set of rules or instructions that a computer follows to perform a task or solve a problem.** **Bias (in AI): Systematic and unfair outcomes that result when AI models reflect prejudices or imbalances present in** training data or design. **Data Privacy: The right of students and families to control how personal and educational information is collected,** stored, used, and shared. ## Digital Literacy: The knowledge and skills required to use digital technologies effectively, responsibly, and safely, including evaluating online content and understanding data practices. **AI Literacy: The knowledge, skills, and habits of mind that support the safe, effective, and ethical use of artificial** intelligence, fostering informed decision-making and critical engagement with AI tools and their outputs. **Academic Integrity: A commitment to honesty and responsibility in scholarship and learning, requiring students to use** AI tools in ways that support—not replace—original thinking and reflection. **Human Oversight: The active role of educators and administrators in reviewing, interpreting, and guiding AI use to** ensure that technology enhances, rather than replaces, human judgment. * * * # References This section provides a working list of references used to inform the Montana AI in Education Guidelines. Sources include state guidance from peer states, national frameworks, and Montana-specific statutory and constitutional anchors. ## State Guidance Documents - Massachusetts Department of Elementary and Secondary Education. Guidance for Artificial Intelligence in K–12 _Education. Massachusetts DESE, 2024._ - Utah State Board of Education. Artificial Intelligence in Education Guidance. Utah State Board of Education, - Wyoming Department of Education. Artificial Intelligence Guidance for Schools. Wyoming Department of Education, 2024. - Colorado Department of Education. AI Guidance for Educators. Colorado Department of Education, 2024. - North Carolina Department of Public Instruction. Generative AI Implementation Recommendations and _Considerations for PK–13 Public Schools. NCDPI, 2024._ - Montana School Boards Association. Model Policies for Artificial Intelligence Integration in Education. MTSBA, ## National and International Resources - International Society for Technology in Education (ISTE). ISTE Standards for Students and Educators. ISTE, 2023. [https://www.iste.org/standards](https://www.iste.org/standards) - Computer Science Teachers Association (CSTA). K–12 Computer Science Standards. CSTA, 2023. [https://csteachers.org/ka2standards/](https://csteachers.org/ka2standards/) - Organization for Economic Co-operation and Development (OECD). Empowering Learners for the Age of AI: An \*AI Literacy Framework for Primary and Secondary Education. OECD, 2025. [https://ailiteracyframework.org\*](https://ailiteracyframework.org*/) - National Center on Education and the Economy (NCEE). AI in Education Initiatives. NCEE, 2025. [https://ncee.org](https://ncee.org/) * * * # Montana Constitutional and Statutory Anchors - Montana Office of Public Instruction. Indian Education for All – Essential Understandings Regarding Montana \*Indians. OPI, [https://opi.mt.gov/Educators/Teaching-Learning/Indian-Education-for-All\*](https://opi.mt.gov/Educators/Teaching-Learning/Indian-Education-for-All*) - Montana Secretary of State. Administrative Rules of Montana (ARM) 10.55 – Accreditation Standards. State of Montana, [https://rules.mt.gov/gateway/RuleNo.asp?RN=a0.55](https://rules.mt.gov/gateway/RuleNo.asp?RN=a0.55) - Montana Secretary of State. Administrative Rules of Montana (ARM) 10.57 – Educator Licensure. State of Montana, [https://rules.mt.gov/gateway/RuleNo.asp?RN=10.57](https://rules.mt.gov/gateway/RuleNo.asp?RN=10.57) - Montana Legislature. Montana Code Annotated, Title 20 – Education Statutes. State of Montana, 2024. [https://leg.mt.gov/bills/mca/title\_0200.htm](https://leg.mt.gov/bills/mca/title_0200.htm) - Montana Legislature. Montana Student Online Personal Information Protection Act. State of Montana, 2019. [https://leg.mt.gov/bills/mca/title\_0200/chapter\_0100/part\_0150/section\_0010/0200-0100-0150-0010.html](https://leg.mt.gov/bills/mca/title_0200/chapter_0100/part_0150/section_0010/0200-0100-0150-0010.html) * * * # How AI Supported the Development of this Document This document was developed through a collaborative process led by the Montana Office of Public Instruction (OPI), MTDA’s Frontier Learning Lab, and partner educators. Artificial Intelligence (AI) tools were used in limited but intentional ways to assist with research, drafting, and synthesis. Human authors retained oversight, reviewed all AI contributions, and made all final editorial and policy decisions. ## Specific uses of AI included: - **Comparative Research: AI was used to review and summarize policy guidance from peer states (e.g.,** Massachusetts, Utah, Colorado, North Carolina, Wyoming) as well as national and international frameworks (e.g., ISTE, CSTA, OECD). - **Draft Support: AI provided suggested language for principles, implementation pathways, and glossary** definitions, which were then revised and validated by Montana educators and policymakers. - **Document Design: AI tools assisted in generating illustrative graphics (e.g., front-page cover art) aligned with** Montana’s cultural and educational context. ## Commitment to Human Oversight Consistent with the principles provided in this document, AI was not used to make policy determinations or high-stakes judgments. All AI outputs were critically reviewed, edited, or replaced by human authors. This approach demonstrates responsible AI use in practice; leveraging efficiency and comparative research strengths of AI while ensuring Montana’s values, priorities, and legal frameworks remain at the center. ---------------------------------------- ## Wyoming Department of Education: Guidance for AI Policy Development (June 2024) - Canonical URL: https://www.k12policies.com/policy/wy1 - Jurisdiction: Wyoming Department of Education (WY) - Level: state - Sector: state - Category: tech - Year: 2024 - Source PDF: https://edu.wyoming.gov/wp-content/uploads/2024/06/Guidance-for-AI-Policy-Development.pdf ### TL;DR This document provides guidance for Wyoming school districts to develop policies for the responsible and effective integration of Artificial Intelligence (AI), especially Generative AI (GenAI), into K-12 education. It emphasizes embracing technology to prepare students for the future and enhance educational efficiency. ### Purpose The purpose of this document is to assist Wyoming school districts in creating comprehensive policies for the appropriate and responsible use of AI by students, staff, and the wider school community. This guidance covers AI implementation in classroom instruction, school management, and overall system operations, aiming to navigate the benefits and risks of this evolving technology. ### Key provisions - Establish a cyclical policy development process involving continuous review, improvement, and organizational learning. - Form a diverse guidance team with representatives from parents, HR, legal, administration, teachers, IT, librarians, college representatives, and students. - Adhere to guiding principles: ethical and responsible use, compliance with federal regulations (FERPA, CIPA, COPPA), promoting AI literacy, balancing benefits and risks, maintaining academic integrity, ensuring human agency, and continuous evaluation. - Define terms like AI, Generative AI, and AI literacy to ensure a common understanding. - Develop a student AI usage continuum (AI Free, AI Assisted, AI Enhanced, AI Empowered) to guide appropriate student engagement with AI tools. - Review and update existing policies such as Acceptable Use, Academic Integrity, Bullying, and Privacy to address AI-specific concerns. - Consider whether to create a standalone AI policy or integrate AI-specific addendums into existing policies. - Focus on professional development for staff, students, parents, and community members to foster AI literacy and safe, ethical use. - Address potential safety concerns, including digital literacy, digital citizenship, and the impact of AI on bullying and misinformation. ### Who it applies to Wyoming School Districts; Wyoming Department of Education (WDE); Students; Teachers; School Administrators; Parents; Human Resources Departments; Legal Counsel; Curriculum/Instructional Leaders; IT/ED Tech Leaders; Librarians; Local College Representatives; School Board Members; Community Members ### Full text Guidance for Wyoming School Districts on Developing Artifcial Intelligence Use Policy In order to create the most transparent, efficient, and excellent education in the nation, Wyoming must not only accept, but fully embrace ever changing technology- including Generative Artificial Intelligence. Unless we challenge the status quo of the education system of decades past, we will be less efficient in educating students, and we will be failing to prepare them for a 21st century world. If used appropriately, GenAI has the potential to truly revolutionize the classroom, freeing up instructional time for educators and allowing for greater innovation. Developed with the help of a dedicated stakeholder committee, this guidance is meant to assist our Wyoming school districts in taking advantage of innovative technology while ensuring responsible use. As always, the Wyoming Department of Education stands ready to assist schools as they work to implement the most up to date tools to improve outcomes for students. State Superintendent Megan Degenfelder Introduction Artificial Intelligence (AI), especially Generative AI (GenAI), is rapidly transforming the educational landscape. As school districts in Wyoming consider formally integrating AI into teaching and learning, it’s crucial to develop thoughtful policies that ensure the safe, effective, ethical, and responsible use of this technology. The Wyoming Department of Education (WDE) statewide Digital Learning Plan supports the use of educational technology in the classroom and is providing this guidance as a framework for districts to develop acceptable AI use policy in a manner consistent with addressing local needs and concerns. “We’ll experience more technological progress in the coming decade than we did in the preceding 100 years put together.” (Peter Diamonds as cited by Daniel Fitzpatrick, 2024). This quote illustrates the rapid progress and expansion of AI we are experiencing. Utilizing AI in education is no small task. There are many potential benefits, but there are also many potential risks that must be considered. AI has the potential to have a positive impact on education, if implemented in a safe manner. There is a need to train educators to use AI, and to continue their training as AI continues to develop and grow. This is an exciting time to be in education as AI can provide the opportunity to revitalize education and create new opportunities for learning. Guidance for AI Policy Development | 1 Purpose This document aims to guide school districts as they develop policies on the appropriate and responsible use of AI. This guidance document will help the districts navigate the development of policies for students, staff, and school communities on the appropriate and responsible use of AI, particularly GenAI tools, in classroom instruction, school management, and systemwide operations. Artificial Intelligence Definitions AI leverages computers and machines to emulate the problem-solving and decision-making capabilities of the human mind. (IBM, n.d.) GenAI is a type of AI system capable of generating text, images, code, or other media, such as audio and video, in response to data input. GenAI systems pick up patterns in the structure of the data provided to generate new media that closely resembles the original. AI literacy is having the competencies and skills required to use AI technologies and applications effectively. As adapted from: Human-Centered AI Guidance for K-12 Public Schools. Version 1.0. Washington Office of Superintendent of Public Instruction. GENERATIVE AI IS... GENERATIVE AI IS NOT... ... a means to augment teaching and learning. ... a replacement for student development. ... already embedded into many technologies, as is AI more broadly speaking. ... something that can plausibly be avoided or “turned off.” ... permeated with flaws such as algorithmic bias that must be considered when utilized. ... a source of unquestionable, factual information ... a product of companies led by teams of humans with their own values, agendas, limitations, bias, and organizational needs. ... produced in a vacuum free of societal influence. ... an algorithm that enables users to generate new content based on a pre-trained Large Language Model. ... a sentient being with untethered superhuman capabilities. ... a replacement for highly qualified educators. Guidance for AI Policy Development | 2 Guidelines for Policy Development Cyclical Process The process of developing a policy around AI will be dynamic and cannot be a one-time event as it must be cyclical. Developing the policy and guidance also involves providing professional development and organizational learning in addition to identifying areas of improvement and transformation. None of these areas exist in a vacuum; instead, they will continually feed the other in order to be interwoven with the policy development and review, improvement and transformation, and organizational learning. y lic o P Or g al Learning tion iza an Guida nce & As adapted from: Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit STAGE 1 Create policy to address the immediate risks so that AI does not undermine learning during the coming year. STAGE 2 Facilitate organizational learning by making a small but strategic investment in harnessing the individual learning of the many educators already excited about AI. Im STAGE 3 pr o ve me nt & a Tra nsfor m ti on Identify areas for improvements and effective transformations with potential to scale to support the education system. Guidance Team No one person should have to make the decisions for their organization surrounding AI by themselves. A guidance team or committee should assist in determining the trajectory of AI implementation for your organization. Team Members Who should be on your team? Who are your stakeholders? Representatives may include members from the following stakeholder groups: • Parents. • Human Resources. • Legal. • Administrative Team. • Teachers of all content areas, including CTE and Special Education. • Curriculum/Instructional Leaders. • IT/ED Tech Leaders. Guidance for AI Policy Development | 3 • Librarians. • Local College Representative. • School Board Members. • Students. The above list isn’t exhaustive and could include other stakeholders the team deems necessary. Guiding Principles Use the following guiding principles to guide the work of your team: • Purpose: Use the AI tool ethically and responsibly in a collaborative effort to help all students achieve educational goals. • Compliance: Reaffirm adherence to existing policies and procedures and any relevant federal regulations (e.g., FERPA, CIPA, & COPPA). • Knowledge: Promote AI literacy. • Balance: Realize the benefits of AI and evaluate and address the risks. • Integrity: Advance academic integrity. • Agency: Maintain human decision-making when using AI. • Evaluation: Regularly assess the impacts of AI. Source: Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023). AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit Purpose The use of AI tools should align to the mission, vision, and goals of the district. Many AI tools are not created for an educational context. The clarity around the educational goals must be well-known and communicated for the use of the AI tools to be successful. AI tools should be utilized to serve existing goals, such as promoting student and staff well-being, enriching student learning experiences, and enhancing administrative functions. Questions that need to be addressed include the following: • How does our guidance highlight the purposeful use of AI to achieve our shared education vision and goals? • How do we reduce the digital divide between students with easy access to AI tools at home and those dependent on school resources? • How does our guidance ensure inclusivity and accessibility catering to diverse learning needs and linguistic and cultural backgrounds? Compliance When implementing AI systems, the key areas of technology policy to ensure compliance with are privacy, data security, student safety, data transfer and ownership, and child and youth protection. The Council of Great City Schools and the Consortium for School Networking (CoSN), in partnership with Amazon Web Services, have developed the K-12 Generative Artificial Intelligence (Gen AI) Readiness Checklist to help districts prepare for implementing AI technology solutions. The checklist provides a curated list of questions to help district leaders devise implementation strategies across six core focus areas: executive leadership, operations, data, technology, security, and risk management. Questions that need to be addressed include the following: • What is the plan to conduct an inventory of systems and software to understand the current state of AI use and ensure adherence to existing security and privacy regulations? Guidance for AI Policy Development | 4 • Does the education system enforce contracts with software providers, stipulating that any use of AI within their software or third-party providers must be clearly revealed to district staff and first approved by district leadership? • Does the plan take into account any implications for FERPA, CIPA, and COPPA, or if applicable, PPRA and GDPR? Knowledge AI literacy equips individuals to engage productively and responsibly with AI technologies in society, the economy, and their personal lives. Schools can create opportunities for educators to collaborate and consolidate lessons learned to promote AI literacy across disciplines. AI literacy starts with school staff. Professional development is necessary to ensure staff are trained on the proper use and implementation of AI that is aligned with the district’s core values. Training does not stop with the staff. Students, parents, and community members will all need some level of training in AI Literacy. Foundational concepts of AI literacy include elements of computer science, ethics, psychology, data science, engineering, statistics, and other areas beyond STEM including digital citizenship and information/digital literacy. Questions that need to be addressed include the following: • How does the education system support staff and students in understanding how to use AI and how AI works? • Are AI concepts incorporated across the curriculum? • What are the teacher support mechanisms to address concerns and challenges that might arise? • How is system-wide participation in AI education and professional development being encouraged and measured? • What is the strategy to ensure that students, teachers, parents, and community members understand AI and the importance of utilizing AI in our educational system? • How will the district support high-quality and rigorous student learning through the use of AI, including instruction on the safe, equitable, and ethical use of AI and preparing students for college and careers with the reality of AI? Balance AI has potential benefits, but it also has potential risks. There must be a balanced approach to the implementation and the discussions around AI. Guidance should include responsible use cases in line with AI’s potential to support community goals, such as improving student and teacher well-being and student learning outcomes. Rather than only acknowledging the risks of AI in schools, education systems should provide guidance on mitigating the risks so the potential benefits can be realized. Questions that need to be addressed include the following: • Does our guidance describe and support an iterative process associated with using AI and proactively mitigate the risks? Integrity While it is necessary to address plagiarism and other risks to academic integrity, AI simultaneously offers staff and students an opportunity to emphasize the fundamental values that underpin academic integrity with honesty, trust, fairness, respect, and responsibility. For example, AI tools can help staff and students quickly cross-reference information and claims, though they must still critically analyze the output. AI’s Guidance for AI Policy Development | 5 limitations can also showcase the unique value of authentic, personal creation. Questions that need to be addressed include the following: • Does our guidance sufficiently cover academic integrity, plagiarism, and proper attribution issues when using AI technologies? • Do we offer professional development for educators to use commonly available AI technologies to support the adaptation of assignments and assessments? • Do students have clear guidance for AI usage, using it properly to bolster learning, and understanding the importance of their voice and perspective in creating original work? • Do students know how to properly document, account for, and cite AI usage in a transparent manner? • Do students know how to review and evaluate the accuracy of AI generated information and recognize potential bias? • Do we address guidance in the ethical use of AI and offer professional development on the effectiveness of this technology? Agency AI is not intended to replace the teacher, administrator, or student. AI is not here to replace humans in the teaching and learning process. Any decision-making practices supported by AI must enable human intervention and ultimately rely on human approval processes. These decisions include instructional decisions, such as assessment or academic interventions and operational decisions, such as hiring and resource allocation. AI systems should serve in a consultative and supportive role without replacing the responsibilities of students, teachers, or administrators. Questions that need to be addressed include the following: • Does our guidance clarify that staff are ultimately responsible for any AI-aided decision and that AI is not solely responsible for any major decision-making or academic practices? • How does our guidance ensure that students retain appropriate agency in their decisions and learning paths when using AI tools? Evaluation This technology is evolving at an ever increasing pace. Guidance should be reviewed, audited, monitored, and updated often to ensure it continues to meet the school’s needs and complies with changes in laws, regulations, and technology. Guidance and policies will benefit from feedback from various stakeholders, including teachers, parents, and students, especially as more is learned about the impact of AI in education. Questions that need to be addressed include the following: • Does our education system’s guidance on AI recognize the need for continuous change? • How often will we revisit and revise our education system’s guidance on AI? • Are existing products being reevaluated as providers add AI features to them? • Is there a plan for community input on AI policy and implementation, including feedback from students, parents, teachers, and other stakeholders? Questions to answer with your guidance team As you work with your guidance team, using the guiding principles, answer the following questions in order to plan your AI implementation for your organization. How will we define AI? Will we use an existing definition of AI? Will we develop a definition? Will we limit the definition to GenAI? Will we use AI to develop our definition? Guidance for AI Policy Development | 6 Who is using the AI tool? How will teachers and staff use AI? How will students use AI? What will those different uses look like? Does AI use look different when a teacher or a student uses AI? How is student engagement at the center of AI use? How will students engage with AI? Should students trust everything AI produces? Why or why not? When allowed, how might this tool support students when generating ideas and initial arguments? When might failure to cite AI use violate our Academic Integrity or Academic Misconduct policy? When students evaluate the level of writing produced by GenAI, what grade would they give the response? What are the allowable tools? What tools are allowable for teachers? When are they allowable? What tools are allowable for students? When are they allowable? What should guide educator and student use of AI? Are you aware of any age restrictions? Are you aware of the potential biases? The below example will help you develop a scale for appropriate AI use in the classroom to help determine when AI use is allowable and when it is not. Additional examples are provided in the Resources section. Student AI Integration Student AI Usage Continuum for Empowered Learning To prepare all students for the AI-rich future that awaits them, it is imperative that they all learn about AI, and have opportunities to learn with AI increasingly interactive and complex ways. AI FREE • Work must be completed entirely without any AI assistance. • Students must rely entirely on their own knowledge, understanding, and skills. • Any AI use is a violation of student academic integrity. • An academic honesty pledge that AI was not used may be required. AI ASSISTED • AI is used for tasks as specified such as brainstorming, planning, or feedback. • No AI content is allowed in the final submission. • Usage beyond specified tasks is a violation of academic integrity. • Disclosure statement & links to AI Chats should be submitted with final product. AI ENHANCED • AI is used interactively throughout to enhance your knowlesge, efficiency, & creativity • Student must provide human oversight and evaluation of all AI generated content. • Interactivity with AI and critical engagement with AI-generated content is required. • Student is responsible for the accuracy and fariness of all AI-generated content. • Detailed disclosure statement and links to AI Chats should be submitted with final product. AI EMPOWERED • The full intergration of AI allows for the creation of things that were previously impossible, empowering students as critical thinkers, creatives, and problem solvers. • Student mush provide human oversight and evaluation of all AI-generated content. • Student is responsible for the accuracy, fairness, & originality of all AI- generated content. • Detailed disclosure statement and links to AI Chats should be submitted with final product. As adapted from: Dr. Leon Furze, Dr. Mike Perkings, Dr. Jasper Roe FHEA, & Dr. Jason Mcvaugh Guidance for AI Policy Development | 7 Safety Concerns Are we keeping apprised of the latest technology? Have we updated our bullying policy to include any concerns that may arise from AI generated audio, video, or image files? How will we address any fake AI generated files that are harmful? How can we know if the files are generated by AI? What are the concerns around bias? What do we have in place to address digital literacy and digital citizenship for both staff and students? Can our school librarian(s) provide resources? What is our focus? Is our policy/guidance aligned with the mission, vision, goals, and values of our district? What is our focus for our students’ learning? Will we need to rethink assessments with AI? Will the policy be more permissive, guiding, or restricting? What are our specific goals for AI in our district? Policy Review Review existing policies There may be existing policies impacted by AI. These may include the Acceptable Use Policy, Academic Integrity Policy, Bullying Policy, and Privacy Policy. The Acceptable Use Policy in most districts is set up to outline how students and staff utilize technology in an acceptable manner. These policies usually outline the use of the tech tools and include both hardware and software. This policy may likely need to be updated to include AI. Academic Integrity or Academic Misconduct policies are policies that outline what it means to do work in a proper manner, what it means to cheat, and what the consequences are. The use of AI may need to be addressed in these policies. Bullying Policies may also need to be updated to include AI. The technology is improving at a very fast pace. Digital citizenship and digital literacy programs can help offset some of these issues, but the policy may need to be in place to address issues when they may occur. Privacy Policies address student data. AI companies are not all educationally focused and how they collect, store, and utilize student data needs to be scrutinized. Privacy Policies may need to be examined to ensure that they cover AI. Addendum vs. AI Policy itself Is there a need for a stand alone AI policy? Should the policies addressed above mention AI and have an addendum that addresses the issues raised by AI? These are all questions that your guidance team and your individual district must address to ensure they fit local needs. Conclusion The WDE is committed to leading the state in AI education and preparing the next generation of learners and leaders for a future that is built with, and alongside AI. This guidance is intended to be a living document–the WDE recognizes that AI tools are constantly evolving and expanding and will regularly review this guidance to determine if and when updates are appropriate. As districts, schools, and educators move forward with incorporating AI into instructional practice, it is the expectation of the WDE that all stakeholders will use this guidance and will provide continuous feedback on the guidance as it evolves. This process will lead to a common goal of improving WDE support for all Wyoming school districts and students. Guidance for AI Policy Development | 8 Resources AI Guidance Resources Acknowledgments This guidance was written by members of the Digital Learning Plan Advisory Panel and the WDE, with input from seven stakeholder groups including curriculum directors, technology directors, librarians, classroom educators, instructional facilitators, elementary and middle school principals, and school board members. References Code.org, CoSN, Digital Promise, European EdTech Alliance, Larimore, J., and PACE (2023).AI Guidance for Schools Toolkit. Retrieved from teachai.org/toolkit. [February 3, 2024]. Curts, E. (2024, Jan. 24). AI in Education: What Educators Need to Know [Conference session].Future of Education Technology Conference 2024, Orlando, Florida, United States. Fitzpatrick, D., Fox, A., & Weinstein, B. (2023) The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education. Teacher Goals Publishing. Fitzpatrick, D. (2024, Jan. 24). The AI Classroom: Teaching and Learning in the Artificial Intelligence Revolution [Conference keynote]. Future of Education Technology Conference 2024, Orlando, Florida, United States. Griffin, A. (2024, Jan. 23). AI in the classroom: Legal and other issues [Conference session].Future of Education Technology Conference 2024, Orlando, Florida, United States. Miller, M. (2023). AI for Educators: learning strategies, teacher efficiencies, and a vision for an artificial intelligence future. Dave Burgess Consulting, Inc. Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221-4241. Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. Vanderpool, J., & Jones, W. (2024, Jan. 23). Operation AI Taskforce [Conference session]. Future of Education Technology Conference 2024, Orlando, Florida, United States. Washington Office of the Superintendent of Public Instruction. (2024). https://ospi.k12.wa.us/sites/default/ files/2024-01/human-centered-ai-guidance-k-12-public-schools.pdf Guidance for AI Policy Development | 9 ---------------------------------------- ## Statewide Guidance on the Use of Artificial Intelligence in Elementary and Secondary Education - Canonical URL: https://www.k12policies.com/policy/il-isbe-ai-2026 - Jurisdiction: IL (IL) - Level: state - Sector: state - Category: tech - Document type: guidance - Year: 2026 - Source PDF: https://www.isbe.net/Documents/AIGuidance.pdf ### TL;DR Illinois' statewide AI guidance for K-12, mandated by Public Act 104-0399, positions AI as a tool to inform — not replace — the teacher-student relationship and gives districts a framework for policy, literacy, and safe use. ### Purpose To fulfill 105 ILCS 5/2-3.118a by giving Illinois districts and educators an Illinois-specific frame for informed, context-sensitive, and educationally grounded AI use in PreK–12, anchored in human relationships and local judgment. ### Key provisions - Establishes four guiding tenets centering human relationships, the academic/developmental/civic purposes of schools, AI as a means (not an end), and locally determined use. - Defines core AI concepts for schools — Machine Learning, NLP, Computer Vision, Generative AI, Vibe Coding, Agentic AI, and Open vs. Closed Source AI — with classroom examples. - Introduces a student AI usage continuum (AI Free, AI Assisted, AI Enhanced, AI Empowered) to guide developmentally appropriate engagement. - Directs districts to update Acceptable Use, Academic Integrity, Bullying, and Privacy policies and to decide between a standalone AI policy or AI-specific addendums (AUP/IUP). - Prescribes Digital Citizenship and AI Literacy curricula by grade band, plus professional development for staff, students, parents, and community. - Emphasizes student privacy, safety, accessibility, equity, accountability, and civic responsibility as non-negotiable conditions of AI adoption. ### Who it applies to Illinois school districts and educators (PreK–12); students and families; superintendents, principals, and school boards; teachers and instructional coaches; district IT and ed-tech leaders; curriculum, special education, and library staff; ISBE; and Illinois policymakers. ### Full text Illinois State Board of Education — Statewide Guidance on the Use of Artificial Intelligence (June 2026). Submitted to the Governor and General Assembly to fulfill 105 ILCS 5/2-3.118a and Public Act 104-0399, which charged ISBE with developing statewide guidance for school districts and educators on the use of artificial intelligence in elementary and secondary education. The guidance is not organized around AI as a technology to be adopted for its own sake; it is organized around the enduring educational premise that the teacher–student interaction is the centerpiece of teaching and learning. AI may assist with planning, access, feedback, communication, operations, and resource development, but it must remain a means to inform teaching and learning rather than a substitute for educator judgment, student relationships, or the developmental and civic purposes of public schooling. Four guiding tenets frame the document: (1) teaching and learning are shaped by human relationships and by the experiences, interests, and assets each child brings into school; (2) schools serve academic, developmental, and civic purposes concurrently; (3) artificial intelligence is a means to inform teaching and learning rather than an end in itself; (4) informed use requires deliberate, context-sensitive, and locally determined purpose and use. Core AI Concepts for Schools: the guidance defines and gives K-12 use examples for Machine Learning, Natural Language Processing, Computer Vision, Generative AI, Vibe Coding, Agentic AI, and Open vs. Closed Source AI. Examples include automated categorization of student work into proficiency bands for formative feedback, analysis of open-ended survey responses to identify themes, student writing supports (outlines, revision suggestions, sentence starters), and curriculum-aligned chat assistants hosted within district-approved systems. District Next Steps for AI Policy, Acceptable Use Policy (AUP), and Instructional Use Policy (IUP): districts are asked to define terms (AI, Generative AI, AI literacy), articulate a student AI usage continuum (AI Free, AI Assisted, AI Enhanced, AI Empowered) to guide grade- and task-appropriate engagement, review and update existing Acceptable Use, Academic Integrity, Bullying, and Privacy policies to address AI-specific concerns, and decide whether to create a standalone AI policy or add AI-specific addendums to existing policies. The guidance emphasizes Digital Citizenship and AI Literacy Curricula by grade band, professional development for staff, students, parents, and community members, and attention to student privacy, safety, accessibility, equity, and accountability. ISBE will post the guidance on isbe.net and hold a webinar in early August to walk districts through the guidance ahead of the school year. The document was developed with a Blue Ribbon Panel including Vilas Dhar (Patrick J. McGovern Foundation), Rebecca Winthrop (Brookings), Vicki Zubovic and Jason Hovey (Khan Academy), Julia Wynn (CodeAI), James Larimore (EdSAFE AI Alliance), Bruce Reed (Common Sense Media), Joseph Fatheree (Oak Ridge Schools), Tina Halliman (SPEED SEJA 802), and ISBE leadership. ---------------------------------------- ## Artificial Intelligence Policy — Upper School Parent and Student Handbook 2024-2025 - Canonical URL: https://www.k12policies.com/policy/ga-darlington-ai-2024 - Jurisdiction: Darlington School (Upper School) (GA) - Level: school - Sector: private - Category: tech - Document type: handbook - Year: 2024 - Source PDF: https://www.darlingtonschool.org/Handbook/6835803 ### TL;DR Darlington School's Upper School handbook sets rules for student AI use — teacher-permission required, full attribution, no deepfake impersonation, and misuse handled under the code of conduct. ### Purpose To give Upper School students clear guidelines for responsible, ethical, and academically honest use of AI and deepfake technology, and to foster safe exploration of AI tools within the school community. ### Key provisions - Students may use AI tools only with explicit teacher permission and must transparently attribute any AI-generated content. - Any AI-facilitated plagiarism, cheating, or dishonesty is a violation of the school's academic integrity policy. - Deepfake technology may only be explored for educational purposes under teacher supervision; impersonating others without consent is prohibited. - AI tools may not be used to collect, share, or process personal information without the consent of the individuals involved. - Teachers and staff supervise student AI use; misuse is subject to discipline under the code of conduct and, in some cases, referral to law enforcement. - The school commits to professional development for teachers and training, workshops, and advisory discussions for students on ethical AI use, bias, and data privacy. ### Who it applies to Upper School students at Darlington School and their parents; classroom teachers, advisors, technology staff, and school administrators responsible for supervising AI use and enforcing the code of conduct. ### Full text Darlington School — Upper School Parent and Student Handbook 2024-2025 — Technology Acceptable Use Policies — Artificial Intelligence Policy. Introduction. Artificial Intelligence (AI) is rapidly transforming various sectors, including education. At Darlington School, we recognize the potential of AI to enhance learning experiences and prepare students for a future where AI will be an integral part of many careers. However, it is essential to ensure that AI is used responsibly and ethically within our school community. This policy outlines the guidelines for the use of AI by students. Purpose. The purpose of this policy is to: provide clear guidelines on the appropriate use of AI tools; encourage responsible and ethical use of AI; prevent misuse of AI in ways that could undermine academic integrity or personal privacy; and foster an environment where students can learn about and explore AI technologies in a safe and constructive manner. Definitions. Artificial Intelligence (AI): systems or machines that mimic human intelligence to perform tasks and can iteratively improve themselves based on the information they collect. AI Tools: software or applications that use AI to perform tasks such as generating text, analyzing data, or recognizing images. Deepfakes: photos, videos or audio recordings that use artificial intelligence to make it look or sound like someone is saying or doing something that is not real. Guidelines for AI Use. Educational Use: AI tools should complement and enhance learning; students may use AI for research, problem-solving, and as a supplement to their studies, provided use is transparent and properly attributed; students should only use AI with explicit permission from their teachers; deepfake technology may be explored for educational purposes under teacher supervision and with clear ethical guidelines. Academic Integrity: any use of AI must comply with the school's academic integrity policies; plagiarism, cheating, or any dishonesty facilitated by AI is strictly prohibited; students must clearly distinguish original work from AI-generated content and provide proper attribution. Privacy and Data Protection: students must not use AI or deepfake technology to collect, share, or disseminate personal information without consent; AI tools that analyze or process personal data may only be used with explicit permission from the individuals involved. Ethical Use: use of deepfake technology to impersonate others without consent is not allowed; AI should be used ethically, respecting the rights and dignity of others; students should engage in discussions about the ethical implications of AI and be aware of biases and limitations. Supervision and Monitoring: teachers and staff will provide guidance and monitor student AI use; misuse of deepfake technology must be reported immediately to school administration; misuse of AI tools is subject to disciplinary action per the school's code of conduct, and in certain circumstances law enforcement may be notified. Implementation. Training and Resources: teachers participate in professional development focused on AI and its educational applications, enabling them to support students in responsibly navigating AI tools, understanding biases, and protecting data privacy; the school offers training sessions and resources to help students understand AI applications, benefits, and risks; workshops and seminars on ethical AI use and data privacy support ongoing educational development. Support and Reporting: teachers facilitate classroom and advisory conversations on responsible AI use to cultivate awareness, accountability, and informed decision-making; students are encouraged to seek help from teachers, technology staff, or administrators when uncertain about proper use or ethical dilemmas; any concerns or incidents involving AI misuse should be reported to a member of the faculty. Conclusion. The integration of AI in education offers exciting opportunities for innovation and learning. By adhering to this policy, students at Darlington School will be able to explore and utilize AI responsibly, ensuring that it contributes positively to their educational journey and personal growth. The policy aligns with NAIS recommendations emphasizing the ethical implications of AI, professional development for teachers, and fostering discussions about AI's impact on education and society. ---------------------------------------- ## AI Use Policy for K-12 Educators and Students - Canonical URL: https://www.k12policies.com/policy/ga-taliaferro-ai-2024 - Jurisdiction: Taliaferro County Schools (GA) - Level: district - Sector: public - Category: tech - Document type: policy - Year: 2024 - Source PDF: https://www.taliaferro.k12.ga.us/AIPOLICY ### TL;DR Taliaferro County Schools' draft AI policy pairs an educator code (no unvetted content, no high-stakes AI decisions, mandatory training and audits) with a student code that treats AI-as-your-work as academic dishonesty on a 3-strike discipline ladder. ### Purpose To govern responsible, ethical, and legally compliant use of AI by both educators and students in the K-12 environment, protecting student privacy, safety, and equitable outcomes. ### Key provisions - Bans AI collection or analysis of student data without explicit consent and FERPA/COPPA compliance. - Prohibits using AI for high-stakes decisions (grading, progression, discipline) without human oversight. - Requires all AI-generated instructional content and AI tools to be vetted and evaluated before classroom use. - Treats submitting AI-generated work as original student work as academic dishonesty. - Establishes a 3-offense discipline ladder for student violations: teacher conference, parent/teacher conference, then administrator conference. - Mandates educator training, annual policy review, and regular compliance audits. ### Who it applies to Taliaferro County K-12 educators, students, and administrators; parents (via conference tier); district IT and compliance staff overseeing AI evaluation, monitoring, and audits. ### Full text Taliaferro County Schools — AI Use Policy (Draft, March 2024). Two companion policies: one for K-12 educators and one for K-12 students. PART 1 — AI USE POLICY FOR K-12 EDUCATORS. Introduction. Artificial Intelligence (AI) refers to the simulation of human intelligence in machines that are programmed to think and learn — understanding language, recognizing patterns, solving problems, and making decisions. In education, AI can support personalized learning, automate administrative tasks, and provide interactive learning experiences. As AI technologies evolve, clear guidelines are needed to leverage these tools effectively and ethically within K-12 schools. Policy Statement. This policy outlines acceptable and unacceptable uses of AI in the K-12 environment, aiming to harness AI's potential while safeguarding students' privacy, security, and well-being. Inappropriate Uses of AI in Education. Violating Privacy and Data Security: AI must not collect, store, or analyze student data without explicit consent and a clear educational purpose, and must comply with FERPA, COPPA, and other data-protection laws. Bias and Discrimination: AI systems that perpetuate bias or disadvantage students by race, gender, socio-economic status, or ability are prohibited; tools must be scrutinized for fairness. Replacing Human Interaction: AI must not substitute for personalized, empathetic teacher–student interaction. High-Stakes Decision Making: AI must not be used without human oversight for decisions on academic progression, grading, or discipline; it supports, not replaces, educator judgment. Unvetted Educational Content: AI-generated instructional material must be vetted by educators for accuracy, relevance, and appropriateness. Unsupervised Use by Students: unsupervised student use, especially by younger children, is not acceptable; educators must guide and supervise AI interactions. Implementation and Monitoring. Educators receive training on ethical AI use and integration into the curriculum. AI tools undergo a rigorous evaluation process before classroom approval. Regular audits assess compliance and the effectiveness and impact of AI in the learning environment. The policy is reviewed annually. PART 2 — AI USE POLICY FOR STUDENTS. Purpose. Outlines principles and rules governing student use of AI tools in the K-12 environment to ensure responsible, ethical, and effective engagement while protecting privacy and well-being. Policy Scope. Applies to all AI technologies and platforms accessed or used by students on school premises, for school-related tasks, or through school-provided devices and networks. Responsible AI Use. Educational Purpose: students may use AI only for educational purposes as directed by teachers or school authorities; submitting AI work as original student work is prohibited. Ethical Conduct: students must respect copyright, privacy, and intellectual property; AI must not be used for plagiarism, cheating, or dishonesty, and AI work must not be submitted in place of student work. Privacy and Data Protection: students must be cautious with AI tools that request personal information and must not share sensitive data without authorization or teacher guidance. Respectful Interaction: communication with or through AI (including chatbots and virtual assistants) must meet the same respect and decency standards as human interaction; abusive or disrespectful conduct is unacceptable. Safety and Security: students must not use AI to access or share harmful or inappropriate content and must report security breaches, suspicious activity, or inappropriate content to school authorities. Resource Responsibility: AI software, chatbots, and assistants must be used responsibly, not abused for ease of creating original content. Monitoring and Compliance. The school monitors AI use in an ethical manner that respects student privacy. Violations may result in restricted AI access, educational interventions, or other disciplinary measures. Discipline ladder: 1st Offense — forfeiture of grade on assignments and a teacher conference; 2nd Offense — forfeiture of grade and a parent/teacher conference; 3rd Offense — forfeiture of grade and an administrator conference; all additional offenses handled by administration. Review and Update. Reviewed and updated annually to reflect new developments in AI technology, legal and ethical standards, and evolving educational needs. Conclusion. AI presents significant opportunities to enhance K-12 education but must be used with careful consideration of ethical, privacy, and educational standards. ---------------------------------------- ## Parents and Community AI Guidance - Canonical URL: https://www.k12policies.com/policy/ga-clayton-ai-parents-2025 - Jurisdiction: Clayton County Public Schools (GA) - Level: district - Sector: public - Category: tech - Document type: guidance - Year: 2025 - Source PDF: https://www.clayton.k12.ga.us/about/artificial-intelligence-position-statement/parents-and-community-ai-guidance ### TL;DR Clayton County's family-facing AI guidance explains how CCPS uses AI to support (not replace) teachers, promises FERPA/COPPA/CIPA-compliant human-in-the-loop use, and gives parents concrete Okay/Not Okay scenarios for home AI help. ### Purpose To explain, in plain language for parents and community members, how Clayton County Public Schools uses AI, what safeguards are in place, and what counts as acceptable or unacceptable AI use at home and at school. ### Key provisions - Commits to AI use that is fair and accessible, safe and private (FERPA/COPPA/CIPA), human-overseen, ethical, well-taught, and open to community feedback. - Prohibits AI writing assignments for students, AI grading or discipline without teacher input, and collection of personal data without permission. - Approves AI for lesson planning, translation, disability supports, and personalized learning paths. - Requires district-approved, age-appropriate AI tools that meet privacy and safety standards; no data sharing without permission. - Provides concrete parent-facing scenarios distinguishing homework substitution (not okay) from AI-assisted creation with attribution and tutoring-style support (okay). - Commits to phased rollout, ongoing teacher and family training, equitable access across schools, and regular review of AI use. ### Who it applies to Parents and families of Clayton County Public Schools students; community members; students (K-12); teachers and school staff; district leaders responsible for AI tool approval, training, and privacy compliance. ### Full text Clayton County Public Schools (CCPS) — Parents and Community AI Guidance. A plain-language companion to the district's AI Position Statement, written for families and community members. Why We're Talking About AI. Artificial Intelligence (AI) is a powerful tool changing how we live and learn. CCPS is using AI to help students succeed, run schools better, and prepare everyone for the future — done in a safe, fair, and respectful way that follows the law and protects student privacy. What Is AI? A technology that helps machines or software think and make decisions like humans. Examples: personalizing learning, translating languages, helping with scheduling and grading, and finding patterns in data to help schools improve. Our AI Goals at CCPS. AI should help people, not replace them. Goals: help students learn in ways that work best for them; make school operations more efficient; teach students, staff, and families what AI is and how to use it responsibly; ensure everyone has access to AI tools regardless of background. For Teaching and Learning. Gives instant feedback to students; helps teachers create lesson plans and quizzes faster; adjusts lessons to meet individual student needs. For School Operations. Improves scheduling and attendance systems; helps plan budgets and staff use; analyzes school data to find ways to improve. For Preparing Students. Teaches students about AI, how it works, and the importance of ethics; offers real-world learning through partnerships with colleges and businesses; includes AI in STEM programs, coding lessons, and projects. For Parents and the Community. Offers workshops and resources to learn about AI; creates ways to share concerns or ask questions; works with community groups to make sure AI fits local values. Teaching AI in Schools. Adds AI topics into school lessons; teaches students how to use AI fairly and safely. Starting Small. Tries AI tools in some schools before using them district-wide; uses feedback from staff, students, and parents to decide next steps. Training for Teachers and Staff. Provides ongoing training about how to use AI in classrooms and offices; trains parents and leaders on what AI is and what it isn't. Making Sure Everyone Has Access. Ensures all schools have the tech they need; makes sure no student or school is left behind. Creating Clear Rules. Develops easy-to-understand AI rules that focus on fairness, safety, and privacy; works with families, teachers, and students to shape these rules. Checking and Improving. Regularly reviews how AI is being used; makes changes when needed based on new information or concerns. Our Promise: Safe and Fair Use of AI. AI will be: Fair and Accessible for all students, including those with special needs; Safe and Private, following laws like FERPA, COPPA, and CIPA; Used with Human Oversight, so people make the final decisions; Ethical, used in honest and transparent ways; Taught Well, so students and staff know how to use AI wisely; Open to Feedback, especially from families and the community. How We Protect Your Child's Privacy. We never use AI tools that don't follow privacy laws; we only approve tools that meet our strict safety standards; student data will not be shared or collected without permission; students only use district-approved, age-appropriate AI applications that support learning. What's Next for Parents and Families. Training sessions and workshops to help families understand how AI works in school; feedback opportunities through meetings and online surveys; ongoing updates as things change. In Closing. CCPS wants to use AI to help students succeed, not to replace teachers or staff — focused on safety, fairness, and transparency, keeping learning human at the heart of everything. Okay Uses of AI. Helping teachers plan lessons; translating languages for students; supporting students with disabilities; creating personalized learning paths. Not Okay Uses. AI writing assignments for students; using AI to grade or discipline students without a teacher's input; collecting personal data without permission. Use Case Scenarios. Scenario 1 (Unacceptable). A 4th grade student is struggling with math homework and a parent suggests the student use an AI Study Companion on the parent's phone to photograph problems and write in the answers. This violates CCPS guidelines because AI-generated student work submitted as original compromises academic integrity and bypasses independent problem-solving. Scenario 2 (Acceptable). After reading Charlotte's Web, a student uses a district app's AI image generator via the CCPS Portal to create a book-cover image from the student's own description, and credits Canva. This aligns with the position statement's support for AI-assisted lesson planning and content creation. Scenario 3 (Acceptable). A student preparing for a math test enters practice problems into an AI-powered learning platform that gives step-by-step explanations, then applies what he learns to solve new problems on his own. This supports personalized instruction and equitable, inclusive access without replacing the teacher's role. ---------------------------------------- ## Artificial Intelligence Guidance for Maryland K-12 Schools - Canonical URL: https://www.k12policies.com/policy/md-msde-ai-2026 - Jurisdiction: MD (MD) - Level: state - Sector: state - Category: tech - Document type: guidance - Year: 2026 - Source PDF: https://marylandpublicschools.org/stateboard/documents/2026/0224/artificial-intelligence-guidance-a.pdf ### TL;DR Maryland's statewide K-12 AI framework treats AI as a tool in service of educators — mandating human oversight, FERPA/COPPA/PPRA compliance, equity monitoring, and vendor vetting — and pairs it with LEA planning, classroom, and procurement companions. ### Purpose To give Maryland LEAs, schools, educators, students, families, and vendors a coordinated statewide framework for adopting, governing, and monitoring AI so it strengthens teaching and learning while protecting privacy, advancing equity, and preserving human judgment. ### Key provisions - Establishes AI as a tool that enhances but does not replace educators, counselors, and school leaders, who remain the primary decision makers. - Sets statewide guardrails on data privacy and security aligned to FERPA/COPPA/PPRA, the Maryland Student Data Privacy Act, NIST standards, Senate Bill 818, and the MSDE AI Cyber Security Policy (v2, Fall 2025). - Requires bias and disparate-impact monitoring and equitable access to AI-supported learning across schools and student groups. - Requires LEAs to define appropriate AI use for students, mandate transparency and attribution, and align academic-integrity and assessment practices. - Provides a standardized AI Tools Evaluation Rubric and District Policy Considerations for procurement, with contractual protections on data ownership, retention, and breach notification. - Bundles a Local Action Planning Guide, Teaching with AI Classroom Companion, and SEA/LEA Responsibilities so implementation is coordinated from state to classroom. - Treats AI literacy as a core student skill integrated with Maryland's Digital Literacy and Computer Science standards and the Blueprint for Maryland's Future. ### Who it applies to Maryland State Department of Education; local education agencies and school boards; superintendents, principals, and district IT/CIOs; classroom educators and counselors; K-12 students and families; ed-tech vendors serving Maryland schools; and state policymakers overseeing the Blueprint for Maryland's Future. ### Full text Maryland State Department of Education (MSDE) — Artificial Intelligence Guidance for K-12 Schools. Presented to the State Board of Education on February 24, 2026 by Richard Kincaid, Assistant State Superintendent, Division of College and Career Pathways. The submission bundles a State Board memo from Superintendent Carey M. Wright, an executive summary, the Maryland Framework for Responsible AI in Education, a Local Action Planning Guide, a Teaching with AI Classroom Companion, SEA and LEA Responsibilities documents, a District Policy Considerations framework, and an AI Tools Evaluation Rubric. Executive Summary. (1) MSDE has established a comprehensive statewide AI framework grounded in human judgment, equity, privacy, academic integrity, and continuous improvement to ensure AI supports, rather than replaces, educator expertise. (2) A coordinated suite of implementation tools gives LEAs structured mechanisms to adopt, govern, and monitor AI responsibly across instruction, operations, procurement, and professional learning. (3) MSDE's approach balances innovation with risk management and positions Maryland as a national leader in safe, equitable, and transparent AI integration in K-12. Background. AI is increasingly embedded in instructional platforms, productivity tools, and operational systems across Maryland public schools. It offers opportunities to support differentiated instruction, streamline administrative work, and prepare students for a technology-driven economy, while introducing risks tied to privacy, bias, academic integrity, and over-reliance. MSDE built a human-centered framework that establishes statewide guardrails while preserving local autonomy in tool selection. Human relationships, professional expertise, and student wellbeing remain central. The guidance is grounded in equity, transparency, privacy, accountability, and continuous improvement, and it defines roles for MSDE, LEAs, schools, educators, students, families, and vendors across instructional, operational, procurement, and governance domains. Vision for AI in Maryland Schools. AI should enhance, not replace, the educators, counselors, and school leaders who remain Maryland's primary decision makers. Professional judgment, cultural competence, and human relationships cannot be replaced by AI. AI literacy is treated as a core skill so learners can assess reliability, identify bias, understand underlying assumptions, and make informed technology choices. Equity, transparency, privacy, and accountability are foundational. Maryland commits to equitable access to AI-supported learning and to protecting student data through clear communication, human oversight, and compliance with all state and federal privacy, cybersecurity, and ethical standards. Guidance will be reviewed and updated regularly. Scope and Definitions. Applies to adoption, use, evaluation, and governance of AI in Maryland public schools, covering all AI tools that interact with Maryland students, staff, or data. Key terms include Artificial Intelligence, Machine Learning, Generative AI, Large Language Models, AI Literacy, and Assistive/Instructional/Operational AI. The document sets statewide expectations but does not approve or prohibit specific tools, does not require adoption of particular technologies, does not replace existing law, is not a technical specification, and does not apply outside K-12 public education. LEAs retain authority over tool selection and implementation strategies. Roles and Responsibilities. Defines complementary responsibilities across MSDE (SEA), LEAs, schools, educators, students, families, and vendors, so accountability for safe and effective AI use is shared rather than fragmented. Data Privacy and Security. AI systems must comply with FERPA, COPPA, PPRA, Maryland Student Data Privacy Act obligations, cybersecurity standards, and MSDE's AI Cyber Security Policy (Version 2, Fall 2025), which draws on Maryland DoIT Interim AI Guidance, NIST Standards, and Senate Bill 818. Vendor contracts must clearly define data ownership, retention, use limitations, and breach notification. Equity and Access. AI systems must be monitored for bias and disparate impact. Access to AI-supported learning must be equitable across schools and student groups, and instructional design must include intentional planning, educator oversight, and reflection to ensure AI does not widen existing gaps. Academic Integrity and Assessment. Schools must clearly define appropriate AI use, require transparency and attribution from students, and align policies to preserve authentic evidence of student learning. Instructional design continues to prioritize student-to-student discussion, educator feedback, and the development of independent thinking. Professional Learning. Educators need sustained professional learning in AI literacy, ethical use, instructional design with AI, and evaluation of AI outputs, with supports from the MSDE AI Hub, K-12 AI Leadership Summit, Future Ready AI in Education Summit, and LEA showcases. Student-Centered Learning and AI Literacy. AI is integrated into curriculum consistent with Maryland's Digital Literacy and Computer Science standards, so students learn to use AI critically, understand its limits and biases, and apply it responsibly across subjects. Operational and Administrative Uses. AI may support scheduling, communication, translation, accessibility, data analysis, and routine administrative work, subject to the same privacy, equity, and human-oversight expectations that apply to instructional use. Procurement and Vendor Governance. Districts must apply structured evaluation criteria and contractual protections before adopting AI tools. MSDE provides a standardized AI Tools Evaluation Rubric to support rigorous vetting prior to pilot approval, alongside a District Policy Considerations framework. Companion Resources. Local Action Planning Guide (LEA readiness, governance, sequencing); Teaching with AI Classroom Companion (translates statewide guardrails into instructional expectations and classroom routines); defined SEA and LEA Responsibilities; District Policy Considerations; and the AI Tool Evaluation Rubric. Collectively these form a coherent governance architecture aligned to the Blueprint for Maryland's Future, Digital Literacy and Computer Science standards, cybersecurity guidance, and civil rights protections. Stakeholder Input. Developed with feedback from the SREB Commission and K-12 Instructional Subcommittee, the AI Strategy and Leadership Network (ILO Group), the Computer Science Teachers Association, the Maryland AI Subcabinet, TeachAI, the MSDE AI K-12 Stakeholder Workgroup, and collaborations with Maryland Public Television, the Maryland Center for Computer Education, and Code.org. Superintendent feedback prioritized flexible guidance over mandates, professional learning, collaborative networks, clear communication, and integration with existing priorities. ---------------------------------------- ## Human-Centered AI Guidance for K-12 Public Schools (Version 3.0) - Canonical URL: https://www.k12policies.com/policy/wa-ospi-ai-2024 - Jurisdiction: WA (WA) - Level: state - Sector: state - Category: tech - Document type: guidance - Year: 2024 - Source PDF: https://ospi.k12.wa.us/sites/default/files/2024-07/ai-guidance_foundations.pdf ### TL;DR Washington OSPI's statewide K-12 AI guidance requires a 'Human inquiry — AI — Human empowerment' (H AI H) frame — students and educators must open with human inquiry and close with human reflection, edits, and understanding on every AI use. ### Purpose To give Washington districts, schools, educators, students, and families a human-centered statewide framework for equitable, safe, and academically honest use of AI in K-12 classrooms and district operations. ### Key provisions - Adopts the 'H AI H' (Human inquiry – AI – Human empowerment) framework as the required posture for all classroom AI use. - Establishes four core principles: equitable and inclusive, safe and secure, understandable, and purposeful and beneficial. - Directs LEAs to update existing acceptable-use, academic-integrity, privacy, cyberbullying, and digital-literacy policies rather than write a standalone AI policy. - Requires AI-use policies to mandate both human input and human review of any AI-generated output. - Defines what generative AI is and is not, including that AI is not a replacement for educators, student development, or authoritative fact. - Requires professional development for educators on AI literacy, ethics, equity, privacy, and evaluation of AI outputs. - Provides students, families, and district administrators with role-specific direction for interpreting and applying the guidance. ### Who it applies to Washington Office of Superintendent of Public Instruction; local education agencies and school district administrators; K-12 educators; students and families; district IT and privacy staff; and state policymakers shaping AI, digital literacy, and data-privacy policy. ### Full text Washington Office of Superintendent of Public Instruction (OSPI) — Building AI Foundations: A Human-Centered Approach, Version 3.0 (July 1, 2024). Introduces a human-centered approach to using AI in K-12 education organized around the 'Human inquiry — AI — Human empowerment' framework, abbreviated 'H AI H': uses of AI in schools should always start with human inquiry and always end with human reflection, insight, and empowerment. Message from Superintendent Chris Reykdal. AI is emerging rapidly across teaching, learning, and district operations. Washington is positioned to integrate AI with excitement and appropriate caution; slowing down is not an option because students and educators are already using AI. Empowerment of critical thinking is the guiding question. Teachers must be equipped with resources, training, and support so AI enhances instruction and nurtures student critical thinking. Start with human inquiry, see what AI produces, and always close with human reflection, human edits, and human understanding. Executive Summary — In This Guidance. Understanding AI (context and framework for public education), Definitions (what generative AI is and is not, opportunities and risks), Principles and Values (equitable and inclusive, safe and secure, understandable, purposeful and beneficial), Guidance (human-centered learning environments, implementing AI in student learning, protecting sensitive and confidential data), Policy (acceptable use, requiring human input and review of AI outputs), Academic Integrity and AI Assistance (honest use, citing AI, when AI use becomes plagiarism), and Professional Development. How to Use This Guidance. School district administrators integrate the guidance into district and school AI-use policies; educators use it for classroom implementation; students and families use it to understand suggested uses and Washington's statewide approach. The guidance is designed to evolve with advances in AI and adapt to the unique needs of Washington school communities. Understanding Artificial Intelligence. AI is not a replacement for human intelligence or humanitarian presence in education. LEAs should build on existing policies grounded in educational integrity, student safety, and proven instructional practice — AI policy should not be written separately because AI touches student data privacy, plagiarism, cyberbullying, and digital literacy that are already governed by existing policies. State and local policymakers must build an ethical framework of funding to support AI-related policies that embrace each student's unique abilities in a safe learning environment. AI in Education — A Human-Centered Approach. A human-centered AI learning environment prioritizes the needs, abilities, and experiences of students, educators, and administrators by: developing student AI literacy; ensuring ethical, equitable, and safe use by protecting data privacy and security, addressing biases and harms, and promoting digital citizenship; providing professional development so educators can integrate AI into pedagogy, curriculum, and assessment; applying human-centered design principles (stakeholder involvement, testing and iteration, impact evaluation); and aligning AI solutions with learner agency, collaboration, feedback, and critical thinking. Definitions. Generative AI (Gen AI) refers to software tools trained on large amounts of data to produce text, images, videos, or other digital artifacts, including LLM-based text generation, image generation, AI tutoring, virtual assistants, and lesson-planning or grading tools. Generative AI IS: a means to augment teaching and learning; already embedded into many technologies; permeated with flaws like algorithmic bias; a product of human-led companies with their own values, agendas, and limitations; an algorithm that generates new content from a pre-trained LLM. Generative AI IS NOT: a replacement for student development; something that can plausibly be avoided or turned off; a source of unquestionable factual information; produced in a vacuum free of societal influence; a sentient being with superhuman capabilities; a replacement for highly qualified educators. Potential Opportunities. Personalize learning and feedback in real time; lesson-plan and assessment design with customized differentiation; translation between languages; development of critical thinking through human input, data output, and elevated human analysis; aid in creativity, simulation, and skill development. Potential Risks to Mitigate. Bias, hallucinated or inaccurate output, privacy and data-security exposure, over-reliance that undermines student development, inequitable access, and academic integrity risks. Principles and Values. Uses of AI in Washington public education must be equitable and inclusive, safe and secure, understandable, and purposeful and beneficial. Guidance for Implementation. Considerations for creating a human-centered AI learning environment, implementing AI in student learning through the H AI H frame, and explicitly protecting sensitive and confidential data when adopting or using AI tools. Policy. Districts should build human-centered AI policies and update existing policies (acceptable use, academic integrity, privacy, cyberbullying, digital literacy) rather than treat AI as a standalone domain. Policies should specify acceptable use and require both human input and human review of AI outputs. Academic Integrity and AI Assistance. Defines academically honest uses of AI, how students and staff should cite AI-generated content, and where AI use crosses into plagiarism. Professional Development. LEAs should provide training on AI literacy, ethical and equitable use, integration into instruction, privacy and security, and evaluation of AI outputs. ---------------------------------------- ## Your Guide to AI - Canonical URL: https://www.k12policies.com/policy/ma-holliston-ai-guidance-2025 - Jurisdiction: Holliston Public Schools (MA) - Level: district - Sector: public - Category: tech - Document type: guidance - Year: 2025 - Source PDF: https://www.holliston.k12.ma.us/district-departments/technology/ai/ai-guidance ### TL;DR Holliston Public Schools provides a student- and staff-facing guide to AI that defines generative AI, sets privacy and academic-integrity expectations, and ties AI use to existing acceptable-use policies. ### Purpose To give students and staff clear, practical direction for responsible and effective AI use in the Holliston Public Schools community, while connecting that use to existing School Committee policies and professional judgment. ### Key provisions - Defines AI, GPTs, prompts, hallucinations, algorithmic bias, and copyright/environmental concerns for students. - Requires students to protect privacy, verify accuracy, establish their own perspective before using AI, and cite AI-generated content. - Treats using AI to generate answers, complete assignments, or pass off AI-generated content as one's own as plagiarism. - Directs staff to model responsible AI use, set clear assignment-level expectations, and enforce Handbook and AI Guidance policies. - Links AI use to School Committee Policies IJNDB and IJNDC (Acceptable Use of Digital Resources, adopted January 2025). - Allows AI tools only for brainstorming or preliminary research when assigned by an educator, with proper citation. - Commits to updating guidance as generative AI evolves and to developing a future HPS AI Resource Hub. ### Who it applies to Holliston Public Schools students, educators, staff, parents/guardians, caregivers, and community members. ### Full text Holliston Public Schools — Your Guide to AI. This guide provides clear direction for students and staff on the responsible and effective use of artificial intelligence within the Holliston Public Schools community. It covers understanding AI, ethical considerations, and integration into the curriculum. What is AI? Artificial intelligence is like a computer that can do smart things such as solve problems, understand language, and create content. One type is a Generative Pre-trained Transformer (GPT). GPTs generate text, images, and other media based on a prompt — what a user tells the AI. For Students. Understanding AI: foundational definitions of Generative Pre-trained Transformers (GPTs) and prompts, plus why AI models can make mistakes (hallucinations), algorithmic bias, potential harms, and everyday impact. Responsible Use: prioritize privacy by never sharing personal information with AI models and be aware that user data may be used to train models; focus on learning and use AI as a tool to support learning, not as a shortcut for assignments; check for accuracy because you are responsible for the accuracy of your work. Critical Evaluation: identify and critically evaluate AI-generated content, recognizing its characteristics and assessing reliability. Cultivating Perspective: before using AI, establish your own point of view so AI expands your ideas rather than generates them from scratch. Environmental and Copyright Considerations: be mindful of the environmental toll of generative AI (water and electricity consumption) and copyright concerns related to how AI models use existing works. Classroom Policies and Citation: always confirm your teacher's expectations; cite any AI-generated content to avoid plagiarism, with more specific citation guidance to be provided. Consequences: misuse of AI will result in clear, thought-out consequences; first-time mistakes are treated as learning opportunities while clear policies eliminate ambiguity. For Staff. Modeling and Expectations: staff should model ethical and responsible AI use and provide specific guidelines for AI use in assignments, including acceptable types of AI and concrete examples of appropriate use. Curriculum and Enforcement: Holliston Public Schools will develop procedures for integrating AI lessons into the curriculum covering functionality, limitations, and daily impact; staff are responsible for understanding and enforcing Handbook and AI Guidance policies. Handbook Updates — Acceptable Use. Please refer to School Committee Policies IJNDB and IJNDC, as well as the use of generative AI. These policies outline rules and expectations for students, staff, and the school community with respect to technology. Use of Generative AI. If and when assigned by an educator, AI tools may be used for brainstorming or preliminary research. Using AI to generate answers, complete assignments, or passing off AI-generated content as one's own is considered plagiarism. If AI is permitted by the educator, proper citation is required. Citation styles offering guidance include MLA, APA, Chicago, and Purdue OWL. Recognizing the rapid evolution of generative AI, these procedures may be updated as necessary. AI Policy Excerpt from School Committee Policy IJNDC — Acceptable Use of Digital Resources (Adopted January 2025). Use of enhanced technology tools (e.g., ChatGPT, Gemini, etc.) are emerging as important components of the digital information and technology landscape, and Holliston Public Schools see their use as strongly connected to students' development as digitally literate citizens. Such tools are subject to all expectations and requirements in the Acceptable Use Policy and other referenced district policies/handbooks. Instructional uses of enhanced technology tools should be governed by educators' professional judgment and all relevant codes of safe, ethical, and responsible digital conduct. ----------------------------------------