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A more detailed explanation of brainstorming. Maybe like use of AI to better understand grammatical structures. Or use of AI to help clarify a concept taught in class.

Something that points toward using it to get help and not using it to translate for a writing prompt or ask it directly to do school work.

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Teachers should monitor student use of AI to prevent misuse.

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Teachers should monitor student use of AI to prevent misuse.

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Can we clarify how you would like us to "monitor"?

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ELA is concerned that many of the "appropriate uses" outlined by the draft are standard-based skills students need to learn in our subject (brainstorming, summarizing, written communication, synthesizing, researching, organizing writing, etc). While these may be appropriate uses at times, we felt encouraging AI use for these practices would often directly conflict with state standards. As the section is written now, it seems fine to use AI as a substitute for those skills, when using AI may actually qualify as academic dishonesty for different subjects or assignments where its use prevents practice and accurate assessment of proficiency. Clarifying that these uses may be appropriate at times, but that students need to follow the policies outlined by their individual classes and assignments, might be a helpful adjustment.

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The AI Policy draft states there may be "academic penalties" for AI misuse but doesn't define what those will be.

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I appreciate that there is a note made that the policy will be adapted and changed as we navigate through AI use.

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Incorporate examples of misuse or inappropriate use of AI tools to provide clear guidance and help prevent violations. This could include scenarios like using AI for unauthorized exam assistance or copy/paste style research and assignments. We could also include best practices for using AI tools responsibly, such as sample citation formats, examples of effective use in assignments, and strategies for maintaining academic integrity.

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There is no way to "cite" AI (for example, in MLA citations). AI is not a credible source, as it is often inaccurate, hallucinates, and draws on random sources from the internet. It is impossible to "cite" AI tools because there is no reference point for a researcher. AI content differs each time it is produced. Even if a student is open about AI use, or "cites" it, that does not mean their work has academic integrity.

-ELA

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While the policy mentions consequences for misuse, it would benefit from specific examples of what constitutes misuse. This could help in understanding and preventing potential violations more clearly.

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Outlining responsibilities for both teachers and students ensures that there is accountability and support for ethical AI use. Teachers are guide students, while students are encouraged to use AI responsibly.

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Calculators did not ruin maths research, learning, or instruction.

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I think we need training on how to use AI so that we can model how to use AI as a tool to learn for our students. We can't teach what we don't know how to do ourselves!

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We second what math says. Useful general framework.

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Very generic, no application for science teaching. We wish for offering more concrete examples for students how to not use it.

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Code of conduct needs to be more specific for what it is referencing

More training for teachers on how to integrate and utilize. How to recognize.

More difficult to determine if AI was used for math questions.

-Math Team

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Homeroom teacher to lead responsibility? Content teachers?

Need to have differentiation for each subject. Math needs differ from ELA and Science

-Math Team

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Very useful to see what the students are able to use AI for and suggestions for future use.

Math Team