PROCUREMENT AS A POWER MOVE
Turning Purchasing into a Strategic Advantage for Schools
LEADING AI IMPLEMENTATION
How Districts Are Implementing AI with Eyes Wide Open
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CASBO’s CBO Certification available in California –careers and opens opportunities. who have earned this consistently report higher career pathways. that’s shaping the leadership, as well as a
9 CHECKING IN Leading What’s Next Tatia Davenport
11 BOTTOM LINE Be Fearless!
Aaron Heinz
12 INFOGRAPHIC Study Shows Earning CASBO’s CBO Certification Elevates Careers
15 IN FOCUS MEMBER
Laura Lilley Says Problem-Solving Is the Best Part of Her Day
CBO Certification.
17 IN FOCUS ASSOCIATE MEMBER
Chris Hiatt Appreciates the Challenges, Opportunities in School Business
18 INTERVIEW Vera Cubero AI Leader Weighs in on Balancing Innovation with Responsible Use Julie Phillips Randles
28 COVER FEATURE Procurement as a Power Move Turning Purchasing into a Strategic Advantage for Schools
Jennifer Fink
38 FEATURE Leading AI Implementation How Districts Are Implementing AI with Eyes Wide Open
Jennifer Snelling
ABOUT CASBO
The California Association of School Business Officials is the premier resource for professional development in all aspects of school business. Founded in 1928, CASBO serves more than 30,000 members by providing certifications and training, promoting business best practices, and creating opportunities for professional collaboration. CASBO members represent every facet of school business management and operations. The association offers public school leaders an entire career’s worth of growth opportunities.
CASBO MISSION
As the recognized authority in California school business, CASBO is a member-driven association that promotes ethical values; develops exceptional leaders; advocates for, and supports the needs of, members; and sets the standard for excellence through top-quality professional development and mentorship, meaningful collaboration and communication, and unparalleled innovation.
Stay connected at casbo.org
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Jennifer Snelling
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Published September 2025
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Colusa County Office of Education
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Leading What’s Next
How does artificial intelligence (AI) enhance the work we do in school buisness?
As our campuses fill with energy and possibility, fall marks more than a return to school – it’s a reset. And this year, one question stands out: How does artificial intelligence (AI) enhance the work we do in school business?
In this issue, we dive into that “how.”
From Vera Cubero’s insights on AI policy to practical guidance on leading implementation and rethinking procurement – both broadly and in the edtech space – we explore how school business professionals can lead with clarity and intentionality.
Leadership still belongs to people.
While AI can process data and automate tasks, it’s humans who bring wisdom, ethics and discernment to the table. Our role as leaders is to create the conditions where change can take root –and to challenge ourselves and our teams to ask better questions, seek relevance and use technology purposefully.
Welcome back – and welcome forward. z z z
Tatia Davenport CEO
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Be Fearless!
As we start a new school year and take stock of the prior year after closing the books, this is a good time to revisit your goals to see what adjustments are needed.
When you look back at your year, be brutally honest with yourself: Did you accomplish what you set out to, and completely? Did you get the promotion you’ve been going after, and if not, did you make significant progress toward it?
Take a look at the tasks and projects you worked on and consider how they contributed to your progress. Then, identify that extra nugget you can mention in your next interview or add to your resume to help you stand out a little bit more.
While you’re looking back on what you did for yourself, be sure to focus on what you did for others, too. Did you mentor anyone new and teach them something about leadership they didn’t know they needed? Did you help train a new employee and impart some knowledge that makes them more valuable to the team? Did you lift someone up?
Asking these questions of yourself helps define what you need to do next to achieve your goals. Be fearless when you attack these goals!
Renowned TEDx Talks speaker Ivan Joseph, Ph.D., wrote last year, “Fear often manifests as a barrier when it comes to articulating our goals. Sometimes, the fear of failure or the uncertainty of the unknown holds us back from even acknowledging our deepest aspirations. It’s crucial to confront these fears and articulate our goals with clarity and conviction.”
An ongoing goal I have is to keep pulling people up – into promotion opportunities, to be better mentors and to be better people. I realized the power of that goal recently while reconnecting with an old friend and colleague.
His work was getting the best of him; he was feeling overwhelmed and was thinking about an early retirement. But as he worked with his team to get ready for the start of the new school year, those thoughts faded, and he recalled what I said in San Jose at the CASBO Annual Conference & California School Business Expo about giving back. He has new leaders in IT and fiscal that need his help, and this sparked something inside that reinvigorated him.
My friend has – fearlessly – decided to stay. The little things do indeed matter. So, set those goals with a little reckless abandon this year. Don’t be afraid of the unknown. Blaze your trail forward and make a difference for yourself and those around you! z z z
Aaron Heinz CASBO President
STUDY SHOWS EARNING CASBO’S CBO CERTIFICATION ELEVATES CAREERS
A recent study shows that CASBO’s CBO Certification – the only such program available in California –helps participants elevate their careers and opens doors to unparalleled opportunities.
In fact, Chief Business O cials who have earned this prestigious credential consistently report higher average salaries and stronger career pathways. Here’s a glimpse into the data that’s shaping the future of school business leadership, as well as a summary of the value of CASBO’s CBO Certification.
Read the full report at casbo.org/certificationvalue
CURRENT SALARY (MAY 2024)
• 3.8% Less than $80,000
• 7.5% $80,001-$100,000
• 6.5% $100,001-$120,000
• 9.9% $120,001-$140,000
• 13.3% $140,001-$160,000
• 13.5% $160,001-$180,000
• 16.6% $180,001-$200,000
• 10.9% $200,001-$220,000
• 8.4% $220,001-$240,000
• 4.1% $240,001-$260,000
• 5.3% $260,000+
GENDER
• 63.5% Female
• 36.5% Male
AT WHAT AGE DO YOU PLAN TO RETIRE?
• 6.6% 55 or earlier
• 34.3% 56-60
• 29.5% 61-63
• 18.0% 64 - 65
• 11.4% 66 or over
MAJOR AT HIGHEST LEVEL OF EDUCATION
• 20.9% Accounting
• 47.7% Business Administration
• 24.9% Education
• 4.6% Finance
• 1.8% Public Policy
• 23 0-2 years
• 11 3-5 years
• 8 6-10 years
• 1 11-15 years
• 1 16+ years
staff in another division
staff in business department
11.5% None of the above
HOW MANY YEARS FROM NOW DO YOU PLAN TO RETIRE?
• 17.8% 3 years or less
• 13.9% 4-5 years
• 30.6% 6-10 years
• 37.6% 11 or more years
Laura Lilley Says Problem-Solving Is the Best Part of Her Day
By Jennifer Snelling
by
As senior director of business services for the Placer County Office of Education (PCOE), Laura Lilley leads a team that provides oversight and support for the county’s 16 school districts. The role requires her to troubleshoot to support district’s big and small – and often, think on her feet.
For example, one day, Lilley l got a call from one of Placer County’s smallest districts. The district was struggling with deficit spending and needed to make some changes. The CBO thought being designated a necessary small district could help.
Lilley talked the CBO through the rules about necessary small districts, how to qualify for funding and the process the district needed to follow. Her help brought the district over $100,000 in additional funding, enough to hire another teacher.
“The districts aren’t calling you for the easy stuff,” says Lilley. “In those small districts, business managers in CBO roles are wearing a lot of hats; they just need someone to talk it through with. That’s the best part of my day – problem-solving.”
Lilley honed her problem-solving skills early in her career with a multinational trading company that imported Nike products. Soon, she had four children, including twins, and chose to stay at home with them. While a stay-at-home mom, Lilley volunteered as treasurer for PTA and many other organizations.
When her kids were older, Lilley took a job at the El Dorado County Office of Education as an accountant where she began participating in CASBO professional development. She quickly realized she was in the right place, and that a career in school business was a perfect fit.
Lilley went through the Fiscal Crisis and Management Assistance Team’s (FCMAT) CBO Mentor Program, and has been with PCOE for seven years.
“My mom says that I’m a bit of a frustrated teacher. Plus, two of my daughters work in special education,” she says. “Coming to a county office, I’m more removed from the students. Working in district support, it can be hard to see the difference we make day-to-day. I try to remember that if I impact 16 districts who then impact their students, that’s what I’m here for.”
Lilley also makes an impact through her work on CASBO’s Legislative Committee, which she joined during the COVID-19 pandemic and now chairs. The committee has always played a vital role in advocating on behalf of education and advising legislators on the potential impacts of bills. Recently, the committee has seen an increase in legislators reaching out for input from school business leaders.
“We strive to help the Legislature understand how legislation impacts all districts, big and small. With great power comes great responsibility,” Lilley says. “We want to make sure all districts have a voice. Service is the reason I’m in my job at Placer County and with CASBO. I care about students and what’s best for them.” z z z
Photography
Hope Harris
Chris Hiatt Appreciates the Challenges, Opportunities in School Business
By Jennifer Fink
A passion for numbers led Chris Hiatt to a career in school business.
Fifteen years ago, she was an undergraduate finance major when she accepted an internship at Keygent, a company that provides strategic and technical municipal advisory services to California school districts. Before that, she’d never considered school business.
“I don’t think anyone really thinks of municipal bonds as their dream in college,” Hiatt laughs.
But as she learned more, she came to appreciate both the challenges and opportunities of school business.
“There’s a huge focus on numbers in my job; you really have to be a quantitative expert because we advise on multimilliondollar financings – general obligation bonds, leases – that can easily exceed hundreds of millions of dollars,” says Hiatt. “But as the role evolves, it’s all about personal relationships.”
Now a managing director at Keygent, Hiatt knows that the numbers matter because they impact people. Behind every dollar sign are human stakeholders: students, staff, educators and taxpayers. Understanding their needs and concerns is key to designing financing options that are both fiscally responsible and civically grounded.
“Bond measures are addressing really dire school facilities needs that the current funding environment doesn’t,” says Hiatt, noting the record number of bond measures on last November’s ballots. “I walked through one very, very old high school that had just one outlet for an entire classroom. With our help and the overwhelming support of its community, that district passed its first-ever bond measure and is now able to upgrade the school. It’s very rewarding.”
The need for community investment in schools is also personally meaningful to Hiatt, a resident of the Clovis Unified School District and parent of two current students.
“Keygent has advised on multiple bond measures that are part of Clovis USD’s strategic plan – they help my kids, their classrooms and my community,” she says.
“And I’m paying the tax, so it’s in my personal best interest to make sure they’re getting the best advice possible.”
Hiatt brings that mindset to her work with clients throughout California – and to her involvement with CASBO. She has attended the CABSO Annual Conference & California School Business Expo for nearly 15 years, and the CASBO CBO Symposium is one of her favorite events of the year.
“It’s great to see new faces and get to know people better,” Hiatt says. “We typically host a Keygent dinner for our school district clients and it’s a wonderful way to build long-term relationships.”
About two years ago, Hiatt joined CASBO’s Associate Member Committee.
“It’s really been eye-opening,” Hiatt says. “I was unaware of all the things CASBO has to offer to not only school districts, but associate members as well. CASBO really listens to its members and takes our suggestions seriously.” z z z
Photography by Hector Cavazos
Vera Cubero
AI Leader Weighs in on Balancing
Innovation
with Responsible Use
By Julie Phillips Randles
For generations, school districts have adapted to new technology in the classroom – from overhead projectors to iPads. Now, artificial intelligence (AI) is transforming education more profoundly than anything before it. But how do districts move past buzzwords to real, meaningful change?
Vera Cubero has made it her mission to answer that question. As the emerging technologies consultant for the North Carolina Department of Public Instruction, she guides her state’s educators and leaders through the practical and inspiring process of bringing AI into the industry. North Carolina was the fourth state to adopt such guidelines,
and currently, 26 states have published guidelines.
She sees a lot of good news on the horizon, as well as a lot of challenges.
That’s because before she became a state leader in AI implementation and a respected voice on the national level, she spent 14 years in a classroom teaching middle school English language arts and social studies, followed by leading technology innovation at the school and district levels. So, her AI literacy training is homegrown, if you will.
Cubero has deep and wide experience leveraging AI to customize learning or identify the need for early intervention. And these AI skills are valuable when
it comes to addressing school business challenges like streamlining processes, addressing declining enrollment, enhancing school safety and maintaining facilities.
While AI holds enormous potential, Cubero stresses the need for keeping humanity at the center of education. “While AI can write essays and answer quiz questions in seconds, it cannot replicate the messy, beautiful process of students wrestling with complex problems, collaborating with peers and creating solutions that matter to their communities,” she notes.
No wonder influential people such as Pat Youngpradit, CEO of Code.org;
Vera Cubero
Remember that, as an education leader, your procurement dollars are your power.
Sal Khan, CEO of Khan Academy; and Amanda Bickerstaff, CEO of AI for Education, have recognized North Carolina’s AI guidelines as some of the best in the nation.
Using AI responsibly is a big hallmark for Cubero, and the EVERY framework she created with Bickerstaff of AI for Education to guide school administrators, educators and students is based on common sense:
EVALUATE the initial output to see if it meets the intended purpose and your needs.
VERIFY facts, figures, quotes and data using reliable sources to ensure there are no hallucinations or bias.
ENGAGE in every conversation with the GenAI chatbot, providing critical feedback and oversight to improve the AI’s output.
REVISE the results to reflect your unique needs, style and/or tone. AI output is a great starting point but shouldn’t be a final product.
YOU are ultimately responsible for everything you create with AI. Always be transparent about if and how you used AI.
“Remember that, as an education leader, your procurement dollars are your power,” she said in a panel discussion at a recent education conference –and that involves engaging with vendors and requesting revisions.
She holds herself to the same standards, emphasizing vetted, trusted and K-12-centered resources for school leaders and training in her state’s AI guidelines. The focus, she says, is to cut through the noise of lesser quality material available online, while protecting students’ and educators’ privacy. She also encourages education leaders to focus on building AI literacy and fluency before investing in tools.
We sat down with Cubero to discuss how AI is poised to improve education, how to make sure your district effectively adopts its use and key challenges to steer through.
What’s one thing you thought you knew that you found out you were wrong about?
In 2018, I completed ISTE U’s Artificial Intelligence Explorations course, which was my first introduction to AI, and I was excited about AI’s potential. I assumed AI would have a significant impact on my future grandchildren’s education, but I also thought we had decades to prepare for it. I was wrong about that!
A few short years later, in November 2022, ChatGPT publicly launched, and its rapid adoption shocked me and proved me wrong. ChatGPT reached one million users in five days, crossed 100 million monthly users by January 2023, hit 400 million weekly users by February 2025, and doubled to 800 million weekly users in April of 2025 after they released their 4o model.
Analysts now predict weekly usage will reach one billion by the end of 2025. In addition to its rapid adoption, thousands of other generative AI tools have flooded the market, and the capabilities have accelerated exponentially over the past three years, with no slowdown in sight. Every day, a new development gives me hope in AI’s potential to solve some of humanity’s most pressing issues, such as finding a cure for cancer or saving lives by addressing climate change.
At the same time, new developments like deepfake videos or AI-enabled scams scare me and make AI literacy a pressing civic issue that education leaders cannot afford to ignore. This technology is unlike any that came before and impacts
not only education, but every facet of our lives.
If you could give one piece of advice to someone starting out in the education field, what would it be?
My number one piece of advice is this: Break free from the past to build the future. As an educator, my advice to anyone stepping into the education world, including school business officials, is this: Don’t replicate the systems you experienced as a student. Those systems were built for a different era, one where information was scarce, jobs were predictable and success came from following instructions. That world no longer exists.
Today’s students are entering a world transformed by technology, especially AI. They carry powerful tools in their pockets that earlier generations couldn’t imagine. Preparing them for this new reality means rethinking not just teaching methods, but also the structures, policies and investments that support learning.
Visionary school business officials are vital in shaping needed changes to our outdated education systems to ensure they prepare students for their future. The future belongs to adaptable learners who think critically, collaborate with both humans and machines, and understand the potential and limitations of emerging technologies. Transformation must extend beyond the classroom. The physical and procedural environments in schools need to adapt to this
My number one piece of advice is this: Break free from the past to build the future.
Vera Cubero
reality. It must include how we design learning environments, allocate resources and support innovation in our schools in a quickly evolving world.
While my work has focused on supporting educators and education leaders, I’ve come to deeply appreciate the role school business leaders play in enabling forward-thinking education. You’re not just managing budgets, you’re co-architects of what learning can look like. When you advocate for infrastructure that supports more educator and student agency, invest in tools that enable student creativity and create flexible spaces that foster collaboration, you’re helping to prepare students for a future we can’t fully predict, in which many will hold jobs that do not exist today.
So, whether you’re in a classroom or a district office, remember – you’re not just serving a system, you’re shaping the conditions for young minds to thrive in a rapidly evolving world. That’s an extraordinary responsibility and an even greater opportunity.
School business officials are coarchitects of the future of education.
You helped shape North Carolina’s AI guidelines. What advice would you give other states or districts trying to balance innovation with responsible AI governance?
Do not confuse policy with guidelines Policy sets the legal guardrails, but it is difficult to change as the landscape
changes. Guidelines must act as a living road map that shows every stakeholder – including students, families, teachers, tech teams and education leaders – how AI will be used safely and responsibly, and how each group will move from AI aware, to AI-literate and, finally, to AI-fluent.
Convene a diverse writing team, publish findings openly, revise quickly and then scale. Create a plan to revisit and revise often as new developments happen almost daily, and the guidance will become stale if it’s not frequently updated to reflect the rapid progress in AI tools, new capabilities, new risks and increased understanding. North Carolina labels its recommendations a “living document” for exactly this reason.
What are the most pressing challenges schools and districts face when trying to implement AI effectively and equitably?
The “Homework Apocalypse”
Almost any traditional assignment can now be completed by AI in seconds. Detectors are not only unreliable but also inequitable, and banned tools are a phone-tap away for students. Instruction, assessment and academic integrity practices must evolve quickly.
Access gaps
Quality devices, bandwidth and paid AI tools with increased capabilities and better privacy protection and security remain uneven. Access to AI literacy and the opportunity to learn to work effectively alongside AI tools is the new digital divide and must be addressed or our lower socioeconomic-status students and underfunded schools will be left behind.
Professional learning
Teachers need job-embedded coaching to turn “wow” moments into purposeful practice and modeling for students.
Data privacy and security
Families will only support AI when they trust districts to protect student data. Vet tools carefully and be transparent with parents about what tools will be used and how their students’ data is protected.
Future-ready skills
AI fluency is a necessity, not an option.
According to the World Economic Forum’s Future of Jobs Report for 2025, 86% of employers expect AI and information-processing tech to transform their business by 2030, and they expect employees to be able to work alongside AI. Schools cannot prepare students with the skills to work alongside AI while concentrating efforts on preventing them from using AI or detecting its use.
These two priorities cannot exist simultaneously, so we must make a choice. We should shift our focus to teaching students to responsibly work alongside AI because that is what their future will demand.
What common misconceptions or fears about AI in education do you encounter, and how do you address them?
Misconception 1:
“AI is just a timesaver.”
This mindset limits AI to automation, using tomorrow’s tools to do yesterday’s tasks faster. If we stop there, we miss AI’s transformative potential. In the classroom, this mindset results in digitized worksheets or AI-generated multiplechoice quizzes, with no change to the
I’ve come to deeply appreciate the role school business leaders play in enabling forwardthinking education.
Vera Cubero
Rather than try to ban AI, we need to redesign learning and evaluation.
student experience. But AI can also be a creative and cognitive partner, helping students generate ideas, explore new questions, design communitycentered solutions and model complex systems.
The same is true beyond the classroom. For school business leaders, AI is not just about streamlining payroll or scheduling buses more efficiently, though it can do that, too. It’s also about leveraging predictive analytics to forecast enrollment trends, using natural language processing to analyze parent feedback at scale, or simulating budget scenarios to align spending with student-centered goals. When AI is used thoughtfully across a school system, it unlocks time, insight and capacity for ev -
eryone involved in supporting student success.
Misconception 2:
“Using AI is cheating.”
This fear is rooted in assessment models from a pre-AI era. Rather than try to ban AI, we need to redesign learning and evaluation. That means shifting from static outputs to dynamic processes. Students can be asked to document their AI use; explain their thinking; reflect on choices made; and demonstrate understanding through live discussions, peer feedback and revision cycles. These aren’t just ways to prevent cheating; they’re pathways to deeper learning and ethical AI fluency.
District leaders can mirror this shift in their own practices. Instead of fearing AI will be misused by staff or students,
Photography by Corey Wilson
they can focus on modeling responsible implementation. For instance, some districts are already using AI to support grant writing, flag budget anomalies or conduct sentiment analysis on staff surveys. These tools don’t replace professional judgment; they augment it.
By fostering a culture of transparency and digital citizenship, leaders help set the tone for how AI should be used ethically and effectively throughout the system.
Misconception 3:
“AI will replace teachers.”
This narrative overlooks what educators do best. No AI can read a classroom’s energy, notice a quiet student’s unspoken need or build trust with families. AI can process and synthesize data, but educators process humanity. The real opportunity is in partnership: When we offload repetitive tasks to AI, we give teachers more time to do what only they can – nurture curiosity, guide critical thinking and foster human connection.
This same logic applies to district leaders. When AI takes on repetitive, time-consuming tasks like compiling reports, analyzing transportation logistics or responding to common HR inquiries, it frees up time for strategic thinking and community engagement. AI isn’t here to replace roles but to elevate them.
The question isn’t if AI will change education; it already has, and we must adapt. The real question is whether we’ll shape that change with intentionality, equity and vision. Teachers, administrators and school business leaders all play a role in ensuring that AI doesn’t just improve efficiency but helps us reimagine learning environments where every student can thrive.
The question is, will we lead that transformation, or will we let it happen to us?
How can schools foster a culture of responsible AI use among students and staff?
Provide ongoing, job-embedded professional development. Encourage teacher collaboration so colleagues can share successes, struggles and solutions.
Model transparent, critical use. Educators should teach, model and reinforce real-time evaluation of AI output, cultivating student skepticism and discernment.
Embed AI literacy across all subjects in age-appropriate ways, from early media fluency lessons to advanced prompting and AI-enhanced projectbased learning (PBL) and design thinking projects in which students create AI tools to solve issues in high school.
Co-write AI integrity pledges. Link them to portfolio evidence.
Create student AI ethics boards. To help shape guidelines and flag blind spots.
From your vantage point, how is AI changing school systems beyond the classroom, and where will disruption land next?
Operations are already being rewired. In Colorado Springs, AI-optimized routing cut nearly 50% of bus routes and improved on-time arrivals during a driver shortage.
Special education teams are testing AI drafting tools to streamline IEP paperwork, while ensuring data privacy
The real question is whether we’ll shape that change with intentionality, equity and vision.
Vera Cubero
My biggest concern is the rise of deepfakes and synthetic media that threaten trust in what we see, hear and believe.
protection, freeing time for face-to-face support.
Next up: Predictive analytics for procurement and energy management, adaptive scheduling that aligns staffing with real-time needs and AI-guided career pathway counseling tied to local labor market data.
You’re part of several national and regional efforts around AI in education. What promising models or partnerships could be replicated elsewhere?
One of the most promising patterns I’ve seen across national and regional efforts is the shift from AI implementation as a tech initiative to AI as a cross-functional transformation, bringing together educators, school business leaders, IT directors and community voices. When these partnerships are educator-driven but operationally supported, the results are powerful.
In North Carolina, for example, we’ve taken a statewide approach to AI guidance that frames responsible implementation not just as a classroom issue, but as a systemwide opportunity. The NC Generative AI Guidelines emphasize ethical use, transparency and differentiated access aligned to student age and educator roles. What makes this replicable is that it doesn’t rely on a onesize-fits-all policy. Instead, it empowers local districts to develop plans that make sense for their context, whether that’s investing in teacher training, upgrading digital infrastructure or developing AIinformed procurement strategies. That kind of flexibility is only possible when school business officials are part of the planning process from the start.
Nationally, I’ve seen promising partnerships between states and nonprofits, such as EdSAFE AI Alliance, The
AI Education Project, Code.org, Day of AI and others, as well as partnerships with responsible companies that are dedicated to responsible AI integration such as AI for Education and PBL Future Labs – all focused on guiding schools and districts to integrate AI into authentic learning experiences in safe, equitable ways.
These models thrive when supported by district leaders who align budgeting, staffing and scheduling decisions to enable deeper learning. For example, rethinking traditional bell schedules or funding dedicated instructional coaches can unlock space for meaningful experimentation.
I’m also encouraged by emerging public-private partnerships, like collaborations with AI companies that prioritize educator co-design and equity of access. However, to replicate these responsibly, school business officials play a critical role in ensuring such partnerships prioritize student privacy, long-term value and mission alignment – not just short-term tech gains.
It’s also important for school business leaders to understand that most employees and students are already using AI, with the majority using free tools with very little data privacy protection that train on their data. Providing them with subscriptions to education versions of the tools ensures higher data privacy and security, and guarantees that their conversations with AI will not be used to train the models.
Ultimately, the most promising models I’ve encountered share a few key traits:
• Educators, administrators and school business leaders work side-by-side from the beginning.
• AI implementation is tied to deeper learning goals, not just operational efficiency.
• There’s a strong commitment to equity, transparency and adaptability.
If we’re going to lead this transformation rather than react to it, we need partnerships that blend instructional vision with operational foresight. That’s why school business officials aren’t just enablers, they’re co-architects of a more responsive, future-ready education system. The future of AI in education won’t be built in silos. It’ll be built at the intersection of pedagogy, policy and operations – working together.
What’s one thing about AI in education that you are most optimistic about, and one thing that has you concerned?
I’m most optimistic about how AI can accelerate the shift toward standardsaligned micro PBL that equips students with durable skills and AI fluency now, not years from now. What excites me is that this transformation doesn’t require massive overhauls or long policy cycles. It’s scalable, adaptable and cost-efficient when supported strategically.
School business leaders play a vital role in enabling this shift, whether that’s by aligning investments with resources to support the shift to more authentic learning, rethinking scheduling to allow interdisciplinary collaboration, or supporting professional learning that helps teachers build their own AI fluency. When operational strategies align with instructional innovation, we can deliver real impact at scale, preparing students for an AI-rich future, while also being good stewards of public resources.
My biggest concern is the rise of deepfakes and synthetic media that threaten trust in what we see, hear and believe. In a world of AI-generated misinformation, AI literacy is a civic imperative, not just an educational upgrade. Ensuring all staff, students and
parents understand how AI works, how it can deceive and how to use it ethically is foundational to safeguarding democracy, public discourse and responsible technology use.
We can’t afford to treat it as an optional add-on. z z z
Phillips Randles is a freelance writer based in California.
Julie
PROCUREMENT AS A POWER MOVE
Turning Purchasing into a Strategic Advantage for Schools
By Jennifer Fink
When 49 interactive whiteboards at the Orange County Department of Education were flagged for replacement, the expected price tag – $3,000 to $4,000 per unit – raised alarms. But instead of rushing to purchase new equipment, Chief Technology Officer Carl Fong asked a simple question: Could they just replace the small computer units on the back? The answer was yes. For less than $300 each, the boards were upgraded and remained in service. Total savings? Easily six figures.
That kind of strategic thinking –questioning assumptions, evaluating total cost of ownership and involving the right people at the right time – is at the heart of procurement best practices. As districts across California face tighter budgets, changing regulations and in-
creased scrutiny, the need for smarter, more collaborative purchasing has never been greater.
Why Procurement Matters Now More Than Ever
Pandemic-era funding streams have evaporated. Enrollment is down in many districts, but buildings still require maintenance and updating. The needs are great – and the challenges, perhaps even greater. International conflicts, shifting federal and state policies, and evolving tariffs complicate school procurement and have the potential to magnify the impact of mistakes.
Another complication: A shrinking vendor pool, according to Nick Brizeno,
director of purchasing for San Marcos Unified School District.
In recent years, many vendors that serve K-12 districts have either gone out of business or consolidated. As a result, districts have fewer vendors to choose from – and fewer vendors also means less competition and potentially higher prices. In this environment, it’s critical to align purchasing decisions with districts’ educational aims.
Statewide, approximately 85% of a district’s budget is devoted to employee salaries, so school leaders must be intentional about how they spend that other 15%.
Unfortunately, procurement is not well understood in many school districts. Only about half of school leaders are knowledgeable about their district’s
PROCUREMENT AS A POWER MOVE
We’ve been trained to focus on price. But as stewards of taxpayer funds and public dollars, we should focus on cost.
purchasing process, according to a 2024 survey by the EdWeek Research Center.
That lack of knowledge may reflect the fact that procurement has typically been an afterthought in public education.
“In the private sector, purchasing is viewed as a critical business component, as a value to the organization. In public purchasing, you’re viewed as a necessary evil,” says Stephanie O’Brien, an independent consultant with SchoolBuys, a program that’s part of the Enterprise and Procurement Services department of the Foundation for California Community Colleges, and a CASBO Premier Partner.
Brizeno agrees. “The procurement department has often been pigeonholed as the Department of No – No, we can’t do that,” he says. “But we exist to help solve problems. We’re not there to say no; we’re here to figure out a way to get to yes.”
Recognizing procurement’s role in advancing the district’s mission is a critical first step toward smarter purchasing decisions.
Procurement in Practice: Avoid the Price Trap
Faced with a tight deadline or urgent need, it’s easy to click “buy now” on online. But selecting products and services solely on price (or speed) is rarely the best use of school funds. The cheapest goods aren’t necessarily the best deal.
You know that, of course. And you know that rules and regulations make it difficult for schools and districts to consider value over time.
“We’ve been trained to focus on price. But as stewards of taxpayer funds and public dollars, we should focus on cost,” Brizeno says.
A bargain desk that falls apart in two years can end up costing a district more over time than a desk that costs double
up front but lasts three times as long as the less-expensive desk. Total costs of ownership include maintenance, support and life-cycle costs.
However, current educational codes and regulations make it difficult for districts to factor in costs of ownership and replacement. “The laws are focused on price,” Brizeno says. “You can’t base purchases on value unless it’s a service or technology-based item.”
One legal workaround: Establish minimum requirements that are high enough to exclude low-quality options. Consider more than basic product specifications; factor in things like installation and warranties.
“When we’re running an RFP, we talk about implementation services, design services, professional development,” Brizeno says, even for things like classroom furniture. “Price is a component, but 65% of the RFP is services, while only 30% is focused on price; another 5% focuses on location of the warehouse.”
Such an approach will only be successful if you have administrative support, Brizeno cautions.
“You have to have backing from a team of people in your district who are looking to push the status quo,” he says. “It’s easier said than done. You have to shift years of standard practice.”
SchoolBuys is another resource K-12 districts can use to prioritize value.
“From the beginning, our focus has been, how can we focus on protecting taxpayers’ resources long term?” says O’Brien, a program consultant. “Total cost of ownership was a huge driver of our program. We write things into our RFPs that no one else does, like a 15year part and labor warranty that’s not prorated.”
Districts that use SchoolBuys have access to pre-negotiated contracts and discounts on educational products and
services, so they don’t have to write or negotiate individual contracts. The program has helped hundreds of schools save more than $250 million on purchases as of early 2025.
AB 361, supported by CASBO, creates a pilot program to simplify and establish objective criteria for the selection of high-quality school construction contractors at a competitive price. The bill extends a previous program and authorizes the governing board of any school district to use the best value procurement method for bid evaluation and selection for public projects that exceed $1 million. The bill would delete the reporting requirement and repeal date, thereby extending these provisions indefinitely, and make related conforming changes.
New Tools and Old Problems: Tech-Enabled Procurement
Increasingly, school districts are exploring the use of artificial intelligence (AI) to streamline the procurement process. Although it’s unclear how many districts are currently using AI for procurement – or in what capacities –the potential of technology to speed up contract review and support document creation is already proving useful in some districts.
Fong and Brizeno both use AI to assist with contract review.
“I can upload two contracts, ask AI to give me a summary, and save a lot of time,” Fong says.
Brizeno also uses AI to quickly assess vendor contracts, particularly those that
Total cost of ownership was a huge driver of our program.
PROCUREMENT AS A POWER MOVE
AI – deep knowledge of the procurement process, regulations, and vendor and manufacturer pools is a tremendous advantage. But that kind of expertise takes time to accumulate, and many school procurement professionals have retired in recent years. As a result, many school districts in California (and elsewhere) currently lack deep expertise in procurement.
“Most people come into purchasing in K-12 accidentally,” O’Brien says, with little to no formal experience or training in procurement. They learn on the job, often via trial and (expensive) error. Few have had the opportunity to learn from experienced veterans, thanks to the spate of retirements.
There’s a strong desire for more professional development.
don’t align with the district’s templates. He will upload the contract and ask AI to look for key elements, such as payment terms, limitations of liability, warranties, and compliance with local laws and policies. Then, he can quickly review the resulting summary (comparing it, of course with the original document) and suggest changes, if necessary.
Brizeno uses AI to assist with contract creation, too. “It’s really helpful when you run across a situation that doesn’t really fit your normal contract,” he says.
Neither Brizeno nor Fong, though, have found AI useful for bid evaluation.
“AI doesn’t really have the ability to score bids accurately,” Brizeno says. “The computer is very limited to the information you feed it, so you may get a very biased opinion or answer.”
The Human Side of Procurement: Expertise and Collaboration
Amid all the uncertainties in the market – and the currently limited abilities of
“There’s a strong desire for more professional development,” says Kevin Wutke, senior director for CollegeBuys Business Innovation at the Foundation of California Community Colleges. “There’s also a desire for stronger networking opportunities across districts.”
In response, CASBO has developed a Purchasing and Procurement MicroCertificate, a one-day, in-person event led by working purchasing directors. The first session, offered earlier this year, drew more than 100 attendees.
The North County Educational Purchasing Consortium (NCEPC), a Joint Powers Authority (JPA) started in 1985, also now offers educational and networking opportunities. The NCEPC currently serves 43 of the 46 school districts in San Diego County; membership is open to public and charter schools in San Diego County and beyond. NCEPC members have access to sample documents (bid award letters, bid boilerplates, public works contracts, etc.), as well as a listserv that allows them to easily ask questions and share information. The consortium also now hosts get-togethers and an annual conference.
The 2025 conference included sessions about the “Nuts and Bolts of Bidding,” “Contract Lifecycle Management” and more.
Tapping into the expertise of your colleagues on the educational side of the district is another way to boost the effectiveness of your procurement program. Purchasing decisions should support and align with your district’s overall mission.
“Even if we’re purchasing furniture, we need to be intentional to ensure that whatever we buy meets the current standard of education today and where we want to go,” Brizeno says.
Of course, no one knows exactly what the future of education will bring. That’s why it’s necessary for procurement teams to talk with educators – and vice versa.
“We get out to classrooms to see how things are used, and we collaborate with teachers and create small focus groups to discuss and brainstorm. We’re not only thinking about the present day but five, 10, 15 years from now,” Brizeno says. “We’re being intentional with the things we purchase, choosing multifunctional products when we can.”
Involving educators is key because they are quick to spot opportunities and challenges that purchasing specialists may ignore. A modular desk system, for instance, may (or not) work in a particular classroom, depending on the age, development and needs of students.
“A really strong procurement team is the bridge between education and business,” Brizeno says. “We have a direct impact on students.”
We get out to classrooms to see how things are used.
Providing operational effectiveness and efficiency through public infrastructure solutions that benefit entire communities
PROCUREMENT AS A POWER MOVE
Get Strategic: Practices to Adopt Now
> Ask questions.
We’re not there to say no; we’re here to figure out a way to get to yes.
Explore alternatives. Don’t simply do what your district has always done – or what other districts are doing. Clarify your district’s needs and goals and then explore alternatives. Remember: The Orange County Office of Education saved six figures because Carl Fong asked if it was possible to replace the computer units driving the county’s outdated interactive whiteboards.
> Create “cheat sheets.”
In too many districts, the procurement process is mysterious and complicated. Approximately half of vendors say that it’s unclear who they should approach or talk to about purchasing, according to the 2024 EdWeek Research Center survey – and many school leaders don’t understand the process either. Create simple, one-page (or less) primers that outline who oversees purchasing decisions and include basic information about your procurement process, including links to relevant requirements or forms. This process may reveal some unnecessary or outdated practices, which can then be eliminated. It’s also likely to increase vendor applications and competition.
> Cooperate.
Tap into the purchasing power and expertise of educational consortia and JPAs such as the North County Educational Purchasing Consortium and the Education Technology Joint Powers Association, which was founded by seven California districts and now serves more than 200 member agencies. Members of the NCEPC have access to all its current contracts, including ones for art supplies, custodial chemical supplies, paper and much more. (“We’re
now pushing toward transportation and landscaping services,” Brizeno says.)
Through SchoolBuys, districts can “piggyback” on Foundation for California Community College contracts and access deeply discounted rates on educational technology, software, furniture and other school products. That’s the power of group purchasing.
But don’t assume that all educational consortia are the same – or a good deal. Some consortia are essentially “pay to play,” O’Brien says. Vendors may pay a fee for inclusion, and their offerings may or may not be a value. Some vendors’ contracts may not be California Public Contract Code compliant, either.
“The first question you should ask before getting involved with a consortium or joint purchasing group is, is it a nonprofit?” O’Brien says. Look for nonprofit, California-based, educationfocused groups; steer clear of general options based out of state.
> Get creative.
“Challenge the status quo and think outside the box,” Brizeno says. Yes, you must abide by federal, state and local regulations. “But you have the ability to think creatively about the law,” he says. Consult an experienced legal counselor to explore what opportunities may be available within the law, and brainstorm with your colleagues in other districts.
Smart procurement isn’t just about saving money – it’s about making every dollar count toward student success. With some creativity, effort and collaboration, schools can turn purchasing into a strategic advantage. z z z
Jennifer Fink is a freelance writer based in Mayville, Wisconsin.
What procurement practices have you developed that might be helpful to your CASBO colleagues? Share them at LinkedIn/CASBO.
MAKING SMART EDTECH PURCHASING DECISIONS
By Jennifer Fink
Spending on educational technology has more than doubled since 2019, according to the International Society for Technology in Education’s (ISTE) Better Edtech Buying: A Practical Guide. That’s not too surprising, given the fact that the COVID-19 pandemic forced school districts to rely heavily on technology – and the federal government provided funds for districts to do so.
But it’s clear that edtech spending can’t continue at that pace, particularly now that Elementary and Secondary School Emergency Relief (ESSER) funding has ended. It’s also clear that there’s significant waste in school technology spending. An analysis by Glimpse K12, a company that tracks the ROI of instructional purchases, found that 67% of educational software product licenses go unused, on average.
Making smart edtech purchasing decisions is one of the best things you can do to protect your district’s fiscal resources. Use these strategies to guide you as you navigate today’s tight budgets and uncertain markets.
Start with instruction, not innovation.
Techology intended to support education must be aligned with your district’s instructional strategies and student needs. Don’t get distracted by new offerings or amazing, innovative tools; instead, begin by identifying the instructional needs and challenges faced by your school system.
That may sound obvious, but it’s a step that’s often missed, says Tal Havivi, managing director of research and development for ISTE+ASCD.
“Make sure you incorporate both teacher voices and student voices, if you can,” Havivi says. Teachers know the reality of their classrooms (and students) better than digital dashboards do; they can also provide specific insights regarding which kinds of tools work best in their classrooms.
On the business side, optimize for efficiency. Look for tools that streamline backend operations – and work with your existing technology. A hot new tool that doesn’t integrate with your current hardware and software is likely not a smart investment.
Vet with evidence.
Don’t buy based on promises and marketing.
Look for trusted third-party certifications, such as Digital Promise’s Research-Based Design: ESSA Tier 4 product certification, which indicates that a product has been designed based on empirical research, protects student data and has been subjected to a qualitative research study; or the ISTE Seal, which is awarded to products that are aligned to the ISTE Standards and support teaching practices backed by research and learning sciences.
“Our certification serves as a market signal to decision-makers that the product they’re evaluating has been vetted by a trusted third party,” Havivi says.
You can find critical information for evaluating edtech, including trusted third-party quality signals, on the EdTech Index (edtechindex.org). If you can’t find a third-party verification for a specific product, you can use ISTE+ASCD’s Teacher Ready Framework and evaluation tool, available online, to help you assess the technology.
“This is the framework we use to inform our product certification,” Havivi says. “It looks at things like teacher usability, learning design and digital pedagogy.”
Buying digital products via California’s Education Technology Joint Powers Authority (Ed Tech JPA) is another way to ensure that the tech you purchase protects student data and complies with state and federal regulations.
“We’re not telling you what software to use; we’ve got several systems for every application you can imagine,” says Michael
Johnston, associate superintendent of administrative services at Clovis Unified School District and long-time Ed Tech JPA member. “But we’ve already done the legwork and reviewed and negotiated each contract.”
Avoid waste.
Duplication costs money. So does un- or under-used edtech.
One way to avoid waste is to create a catalog or database of all the products and software used in your school or district. Yes, that’s a time-consuming task. But the time invested in compiling this information can save you big bucks. When someone requests new software, for instance, instead of simply ordering it, you can check the database. Perhaps the district already has a subscription. Perhaps it makes sense to upgrade to a bulk license, rather than individual licenses.
Review the database on a regular basis. You don’t want to continue paying for a subscription if the educators who use it have all left the district. And if you notice that most people are using Constant Contact, for instance, to create and send newsletters, while a few use Smore instead, providing support and education to help those few transition to Constant Contact may be cheaper than paying for two similar products.
Plan for AI and beyond.
“Edtech has historically suffered from Shiny New Object Syndrome,” Havivi says. Don’t jump on the AI bandwagon and buy or upgrade to AI-enhanced tools without having a solid understanding of the tool in question.
“Generally speaking, right now there’s this question of, is the tool enabling high-quality instruction, or is the tool just helping the user do whatever it is that the user wants to do?” Havivi says. “Generative AI can enable truly transformational learning and next-generation assessment. But it can also just create true/false quizzes much more efficiently, and that may not actually improve student outcomes or help build a teacher-student relationship.”
In school business, removing friction from a process – say, contract review – may save time and money and lead to improved performance. On the education side, removing friction from learning may impede progress.
“We need to identify where AI is removing friction and whether that removal or reduction is in support of student learning and instructional goals,” Havivi says. z z z
HOW DISTRICTS ARE
IMPLEMENTING AI WITH EYES WIDE
OPEN
By Jennifer Snelling
Artificial intelligence (AI) is unavoidable these days. AI-generated overviews appear in every Google search, an AI companion shows up in Zoom meetings and AI-driven algorithms suggest our next Netflix binge.
The education field is no exception.
The Consortium for School Networking’s (CoSN) annual Driving K-12 Innovation Report has named generative AI a top “tech enabler” for the third year in a row. At ISTELive 25, the International Society for Technology in Education’s annual conference, Google announced that it’s releasing Gemini to students in the classroom. At district offices, many employees are already using AI – whether the technology is formally integrated into office protocol or not.
“Some districts have just banned it. I think that is unwise because it is so ubiquitous,” says Vickie Echols, author of AI for School Leaders. “If educators take the lead, we can make sure we reap the benefits. There is always a conversation around over-reliance on technology. I was a terrible speller in third grade. When spellcheck came out, it was a game-changer. Similarly, AI still requires human intelligence. We have to maintain that metacognition and critical thinking.”
For school districts, that means implementing AI with intention, accompanied by professional development, an understanding of best practices and ethical use. As a baseline, California’s Department of Education has released guidelines (tinyurl.com/2wc4trba) to support AI integration in classrooms. Here is a look at how some California districts are stepping into the future with AI.
Leading AI Implementation
MANY OF OUR JOBS WILL SHIFT TO QUALITY CONTROL OVER DATA ENTRY. IT LETS US DO MORE WITH LESS.
Appropriate Use
Joe Ayala, director of technology at Santa Rosa Unified School District, came back to work after vacation and found 1,700 unread emails in his inbox. Rather than spend the day painstakingly sorting, deleting and responding to emails, Ayala took a screenshot of his inbox and asked AI to help build a system to filter out junk, allowing the most critical ones to rise to the top. That alone dropped 1,000 emails.
Ayala confesses to being a nerd –otherwise known as an early adopter. He participated in CASBO’s AI Leadership Essentials micro-certificate program and presented on AI at the CASBO Annual Conference & California School Business Expo.
He says school leaders should reframe how they think about AI, con-
sidering it an assistant on the side. “Many of our jobs will shift to quality control over data entry. It lets us do more with less,” Ayala says.
AI can act as a virtual assistant to schedule, automate and assist with report generation; analyze student performance data; examine policy; identify stakeholders; review incoming bills; provide a chat that responds to routine queries; and evaluate your Local Control and Accountability Plan (LCAP).
District communication teams are finding AI helpful for generating ideas, considering different perspectives and refining tone.
Echols knows a teacher who likes to get straight to the point in her emails, but some parents felt she was too businesslike. The teacher started using AI to soften her tone and got a much better response from parents. One caveat: If using AI for research, double-check the facts (more on this later).
Establish a Culture
Ross Hartman, founder of Kiingo AI and lead presenter for CASBO’s AI Leadership Essentials micro-certificate program, says there are three big challenges with AI: “Knowing when to use it, knowing how to use it and remembering to use it.” All of this goes to the overall culture of a district, from the superintendent’s office to the business offices, all the way to classrooms.
In other words, districts can’t just house AI in the technology department. It should be infused throughout the district.
“You have to build a habit around using it,” says Hartman. “Not just individuals but the organization as a whole has to develop a behavior around it.”
The Los Angeles County Office of Education (LACOE) is a couple of years into a districtwide integration effort.
LACOE began by identifying the stakeholders who would be impacted by AI use, and then established a task force comprising students, teachers, administrators and staff members from across the organization. The board approved a resolution that provided guidelines for AI use.
The district then launched an AI governance council to establish a strategic approach to integration, starting with the Consortium for School Networking (CoSN) and Council of Great City Schools (CGCS) K-12 Gen AI Maturity Tool (tinyurl.com/4fvj66cj). The tool is a great place to begin when assessing your district’s readiness to implement AI because it includes questions that determine whether AI aligns with overall institutional objectives.
The process helped LACOE lay out a vision and guiding principles – the start of a road map for integration. Elizabeth Graswich, LACOE’s executive director of public affairs, points out that AI is changing quickly, so the road map has to be flexible.
For that reason, professional development is crucial. As with many other tools for learning, AI is not just one-anddone. It’s an ongoing process of learning. The district is working on a professional development pathway that will be required before employees are approved to use the AI tool.
Like LACOE, Santa Rosa Unified School District finds that regular training on AI is the best way to get everyone on the same page. The district meets once a month with district personnel for professional development focused on AI use. The sessions started with prompt engineering, but now there’s an app within the system that helps users write a more effective prompt. The sessions continue to evolve along with the technology.
Leading AI Implementation
the machine as essentially a Google search.
Finally, employees must feel reassured that the district is not implementing AI as a prelude to eliminating their jobs. Ayala admits that he was so enthusiastic about the AI that he overlooked how the changes would make people feel.
“It will change the way we do things, and it’s coming no matter what we do,” he says. “It’s a big cultural shift, similar to when the internet came out. To counteract those negative feelings about job loss, we needed to slow down and go into deeper training to reassure them.”
Keep Humans in the Loop
Desert Sands Unified School District (DSUSD) has become a leader in AI implementation by prioritizing the human element. Each step in the integration process is tied to the district’s RISE framework (Respect, Integrity, Support and Empathy).
IT WILL CHANGE THE WAY WE DO THINGS, NO MATTER WHAT WE DO.
All professional development sessions provide an opportunity to ensure AI use aligns with district guidelines and advances the district’s overall mission statement. For example, does the use reflect the district’s overall approach to digital citizenship? Does it promote equity and access?
Implicit bias is also something to be aware of when using AI. “The machine is trained by humans, so there will be bias,” says Echols. “We have to spot the blind spots and be aware of anything that is harmful. For example, don’t just throw resumes in there because the machine can form biases around names or where they went to college.”
If your district has green initiatives, it’s important to pay attention to how much energy the models use. Don’t use the biggest model if you’re using
Much like LACOE, DSUSD’s AI task force included classroom teachers, counselors, principals, students and security agents. The task force began with an AI guidance document (tinyurl. com/49pebkum), available on its website in both English and Spanish. The document supports district policy and is simple to modify, providing a table of contents for ease of use. It’s also heavy on examples of AI uses, so that staff can begin envisioning a new way to do their work.
The district laid out a three-year implementation plan that is now in its third year. Phase one began with AI playgrounds where staff could try out various tools, ask questions and explore in a comfortable environment. This phase focused on one human using one AI assistant.
In phase two, humans became AI agent bosses. In this phase, the district organized two-week cohorts throughout the school year for those interested in expanding their use of AI. Principals and the AI task force were the first cohorts.
The upcoming phase three will focus on AI literacy across the organization. Staff is encouraged to think of AI as a team of people, ready to fill in where needed.
Tiffany Norton, chief of the innovation and information office on the educational services side, says even district electricians have jumped on board. They are now using AI for everything from automating routine tasks to enhancing customer service – even troubleshooting and diagnostics.
“We are at a point in our organization that we can empower our employees to use these tools and amplify the work they are doing,” says Norton. “When anyone starts to look at AI, it can be daunting, but you don’t need to do it perfectly. You just need to do it. It’s not a replacement for humans, it’s an amplifier.”
At this point in the process, everyone across the district is familiar with the golden rule of AI use: Humans are responsible for keeping everyone’s data secure.
Before any AI integration can begin, employees must understand how to keep data secure. This includes understanding what data can and cannot be entered into the system, how to turn off training in any system to prevent it from training on the districts’ information,
IT’S NOT A REPLACEMENT FOR HUMANS, IT’S AN AMPLIFIER.
Leading AI Implementation
IF WE WANT TO TEACH IT RESPONSIBLY, WE NEED TO GET IN FRONT OF IT.
and reviewing vendor use of AI, whether the system is open or closed.
AI does hallucinate, so staff must guard against overreliance and always assess the product for accuracy.
“The ethical way to use it is for problem-solving and brainstorming. Don’t off-load your thinking, but accelerate your thinking,” says Hartman. “Two heads are better than one. The other head just happens to be an AI chatbot.”
Leading with Vision
Jason Hill, deputy superintendent of business services for Redlands Unified School District, watched as bus-
inesses and companies leveraged AI to streamline their operations, thus simplifying their work. He noticed that in school systems, the AI focus was on students in classrooms, where the conversion often halted over fears around cheating.
“I watched the education community staff stall around fear, while the business community pushed forward with hope and vision,” say Hill, who also participated in CASBO’s AI Leadership Essentials micro-certification.
Redlands Unified initiated the implementation of RAISE (Responsible AI in Schools and Education) guidelines throughout the district, teaching district
managers, staff and students how to use AI responsibly.
“We often throw AI to the IT department, but it’s not a tech thing, it’s an everybody thing,” says Hill. “We called our implementation RAISE to signify that AI use is accepted and welcome, and something we want to explore together.”
When it came time to decide which AI platform Redlands would select, there was a lot to contemplate. First, Hill considered the district’s goals for AI use. Of course, budget is always a factor.
In the end, the district carefully considered Microsoft and Google because they’re familiar with California laws governing AI. They also have such a large share of the education market that the companies would move with caution to avoid damaging that market share.
All Redlands USD staff members will soon have access to Gemini Premium. Pilot groups of students, starting with seniors, will begin next.
Redlands and many other districts have decided it’s worth doing the hard work to implement AI thoughtfully.
“We had to acknowledge that people would use it with or without us. The same goes for students. If we want to teach it responsibly, we have to get in front of it. We have to listen, teach and learn with them.” z z z
Jennifer Snelling is a freelance writer based in Eugene, Oregon
How are you leveraging AI to prepare for the future? Email us at insight @ casbo.org.
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We have great people taking care of your people
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Stifel is the leading underwriter of California K-12 school district bonds.* We assist local districts in providing financing for facility projects and cash flow borrowing, including new construction, modernization, renovation, and technology improvements. Our work with California school districts includes:
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