Instructional Technology

• AI fluency is an essential skill for every student’s future in the workforce and beyond.
• AI enhances thinking. It does not replace it.
• Transparency about AI use is an act of integrity.
• The learning process matters just as much as the final product.
• Students take ownership of their work, always.

Aligned with the seven TeachAI principles

TeachAI is led by Code.org, ETS, ISTE, Khan Academy, and the World Economic Forum, with more than 100 advisory organizations.

Purpose

AI use connects to learning goals and advances equity and inclusion.

Compliance

AI use follows Ed Law 2-d, FERPA, COPPA, and district policy.

Knowledge

Students and staff learn how AI works, where it falls short, and the ethics involved.

Balance

We weigh real benefits against real risks.

Integrity

Clear expectations for each assignment and honest citation.

Agency

People make the decisions. AI supports them.

Evaluation

We review this guidance regularly with staff, students, and families.

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1. 1

   Level 1: No AI

   Complete the work on your own. Shows what you know and can do independently.

2. 2

   Level 2: AI Planning

   AI may help you brainstorm, research, or outline. Drafting and final work are yours.

3. 3

   Level 3: AI Collaboration

   AI may help draft or give feedback. You evaluate and revise its output and keep your own voice.

4. 4

   Level 4: Full AI

   Use AI throughout the task as directed. You’re assessed on how well you guide and evaluate it.

5. 5

   Level 5: AI Exploration

   Use AI creatively to solve problems or invent something new, with your teacher as a co-explorer.

Why in-class work matters: Level 1 is the only level where AI use can be reliably ruled out. That is why drafts, in-class writing, and conversations are part of good assignment design.

Adapted from the AI Assessment Scale, Perkins, Furze, Roe & MacVaugh (2024), CC BY-NC-SA 4.0.

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Educators are expected to:

• Model responsible AI use and share how you use AI in your own professional practice.
• Design assignments that emphasize authentic thinking, process, and reflection.
• Approach student AI use with curiosity first, and assume good faith.
• Use version history to understand a student’s process, not to build a case against them.

Professional learning: every staff member will have opportunities to build AI fluency: how AI works, where it falls short, protecting student data, and designing AI-aware assignments. Staff are encouraged to share what works with colleagues.

1. 1

   Step 1: Start with a conversation

   Talk with the student to understand, not to interrogate. Ask them to share their process, describe their thinking, and explain how they approached the work. Most situations are fully resolved here.

2. 2

   Step 2: Consider the full picture together

   If real questions remain, look at the context as a whole. Never rely on a single signal by itself.

3. 3

   Step 3: Respond with learning as the goal

   In nearly every situation, the right response is reteaching, another attempt, or continued conversation.

• Drafts and checkpoints
• In-class writing
• Oral explanations and presentations
• Personal, experience-based prompts
• Collaborative discussions
• Process reflections
• AI use logs or journals

1. 1Request

   Staff submit the tool to Instructional Technology before using it with students.

2. 2Privacy review

   The Data Protection Officer checks for an Ed Law 2-d data privacy agreement, how student data is stored, whether it trains AI models, and age requirements.

3. 3Instructional review

   Does it serve a clear learning goal? Is it accessible to students with disabilities and multilingual learners?

4. 4Publish

   Approved tools are listed in the PCSD Public Software Library (opens in a new tab) so everyone can see what is cleared for use.

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