This document outlines a strategic framework for the responsible and e ective integration of Artificial Intelligence (AI) in education, aligned with Westminster Public Schools' AI Guiding Principles and Competency-Based Education (CBE) model. The goal is to ensure AI supports all learners, particularly those requiring accessibility accommodations and multilingual support. Accessibility means removing barriers to learning. The WPS Integrated Services Model includes Universal Design for Learning (UDL) as one of the key components, and AI tools are a critical means to implement Universal Design. UDL aims to change the design of the environment rather than to situate the problem as a perceived deficit within the learner. When environments are intentionally designed to reduce barriers, every learner can engage in rigorous, meaningful learning.
ACCESSIBILITY
ESSENTIAL GUIDELINES OF AI ACCESSIBILITY
Compliance and Security
• Ensure AI tools comply with FERPA, COPPA, Section 504, and IDEA.
• Implement strict data privacy protocols to protect student and sta information.
• Regularly assess AI security risks and mitigate vulnerabilities.
Transparency, Inclusivity and Engagement
• Maintain transparency on AI decision-making and its impact on learning.
• Ensure AI tools are accessible to students with disabilities and multilingual learners.
• Engage educators, students, and families in AI implementation decisions (i.e., discuss the use of these tools at IEP meetings and how they will remove barriers to learning based on the individual student needs).
Personalized Learning and Professional Development
• Use AI to create personalized learning pathways aligned with CBE.
• Provide ongoing training for sta on ethical and e ective AI use; ensure students are also taught how to utilize AI tools.
• Pilot AI tools with measurable student outcomes before full implementation.
Ethics and Adaptability
• Regularly review AI policies to address bias, cultural responsiveness, and fairness.
• Ensure AI tools complement human instruction, rather than replace it.
• Monitor AI’s impact to avoid unintended consequences.
Enhancing Productivity
• Use AI to streamline administrative tasks, freeing up educators for student engagement.
• Support AI-powered multilingual communication for parents and students.
• Leverage AI analytics to enhance data-driven decision-making.
DEFINITION OF ORIGINAL WORK
ORIGINAL WORK IN A COMPETENCY-BASED PK-12 LEARNING ENVIRONMENT
Original work is any creation that demonstrates a student’s individual growth, mastery of competencies, and application of knowledge through critical thinking, creativity, and independent e ort. While learning is often informed by collaboration, research, and digital tools—including AI— original work must showcase the student’s unique understanding and ability to apply knowledge in authentic and meaningful ways.
DEFINITION OF ORIGINAL WORK
IN A COMPETENCY-BASED SYSTEM, ORIGINAL WORK IS DEFINED BY:
Demonstrated Mastery
The student shows proficiency in key skills and knowledge through independently produced work.
In a competency-based model, the focus is on how well students can apply their learning rather than just completing assignments. Therefore, original work is measured by evidence of deep understanding, independent skill application, and creative problem-solving rather than simple reproduction of information.
Independent Thought & Creativity and Authentic Application:
Original work is student-driven, reflecting their personal analysis, synthesis, and problem-solving abilities. Students create work that applies learning to real-world contexts, demonstrating transferable skills even with the use of AI as collaborator or coach.
Uphold Ethics and Adaptability
Responsible Use of AI & Resources: AI and other tools may support learning, but students must actively engage with content, critically evaluate AI-generated material, and clearly document their use of technology to maintain integrity.
DEFINITION OF ORIGINAL WORK
ORIGINAL WORK IN A COMPETENCY-BASED PK-12 LEARNING ENVIRONMENT
Elementary (PK-5)
Example 1: First Grade - Generating Narratives (ELA & Visual Art)
Competency: Demonstrates narrative skills by creating and illustrating a simple story. Original Work: A student writes and illustrates their own short story about a talking tree. They brainstorm ideas, develop a beginning, middle, and end, and draw pictures to match their words.
AI Use: The teacher guides a reluctant learner through the use of AI as a topic and story brainstorming tool (Tier 2).
Example 2: Fourth Grade - Defining Engineering Design Problems (Science)
Competency: Uses the scientific method to conduct an experiment and analyze results. Original Work: A student designs an experiment to test which type of soil best supports plant growth. They document their hypothesis, track plant growth, and present their conclusions.
AI Use: The student uses AI as a coach to identify research starting points but conducts the experiment and writes the conclusions independently (Tier 2).
Example 3: Fifth Grade - Word Problems (Mathematics)
Competency: Solves multi-step word problems and justifies mathematical reasoning. Original Work: A student solves a real-world budgeting problem, calculating costs and making financial decisions based on given constraints. They show their work and explain their reasoning.
AI Use: The student uses AI to check their calculations and receive hints on problem-solving strategies but solves and explains the problem independently (Tier 2).
DEFINITION OF ORIGINAL WORK
ORIGINAL WORK IN A COMPETENCY-BASED PK-12 LEARNING ENVIRONMENT
Competency: Analyzes historical events and expresses a unique perspective.
Original Work: A student writes a journal entry from the perspective of a child living during the American Revolution. They research historical details but use their own creativity to craft the story.
AI Use: The student asks AI for facts about daily life in the 1770s but composes their entry with original thoughts and analysis (Tier 2).
Example 5: Sixth Grade - Rations, Rates, and Percentages (Mathematics & Problem-Solving)
Competency: Applies mathematical concepts to solve real-world problems.
Original Work: A student designs a budget for a family road trip, calculating costs for gas, food, and entertainment. They analyze the best way to stay within a set budget.
AI Use: The student uses AI to find average gas prices around the United States and for specific vehicles but performs calculations and decision-making independently (Tier 2).
High School (9-12)
Example 6: Tenth Grade - Civic Responsibility (ELA & Civics)
Competency: Constructs a well-supported argument on a contemporary ethical issue.
Original Work: A student writes an argumentative essay on the ethical use of AI in schools, citing credible sources and forming their own stance.
AI Use: The student uses AI to help summarize key articles but writes the essay independently, properly citing sources and explaining personal reasoning (Tier 2).
Example 7: High School - Natural Resources and Biotechnology (Integrated Science)
Competency: Designs and implements an innovative solution to a real-world challenge based on current scientific literature and knowledge.
Original Work: A student builds an app to track recycling habits in their community, coding the prototype and collecting user feedback.
AI Use: AI is used as an essential tool. The student uses AI to debug some coding errors but writes most of the program and analyzes the data independently. They document AI’s role in the project (Tier 3).
DEFINITION OF ORIGINAL WORK
ORIGINAL WORK IN A COMPETENCY-BASED PK-12 LEARNING ENVIRONMENT
Key Takeaways for PK-12 Competency-Based Original Work:
• Students must demonstrate their own mastery of learning, not just completion.
• AI can assist with brainstorming and research, but students must produce the final work independently.
• Transparency is required—students must acknowledge AI’s role when used.
AI ACCEPTABLE USAGE SCALE
ACADEMIC INTEGRITY AGREEMENT
ACADEMIC INTEGRITY & ORIGINAL WORK AGREEMENT
Intended for inclusion in the Online Registration Cycle for the 2026-2027 school year
At Westminster Public Schools, we are committed to fostering a learning environment built on honesty, integrity, and personal responsibility. As part of our competency-based education model, we expect students to engage in authentic learning by demonstrating their own understanding, critical thinking, and creativity. This agreement ensures that students and families understand the importance of original work, ethical scholarship, and responsible AI use in all academic pursuits.
Student & Family Commitments to Academic Integrity & Original Work
By signing this agreement, I acknowledge my role in upholding academic integrity and the creation of original work. I commit to the following principles:
Honesty & E ort
I will produce my own work, demonstrating independent thinking and problem-solving.
I will not engage in plagiarism, cheating, or misrepresentation of work in any form.
Respect for Intellectual Property
I will properly credit all sources, including books, websites, AI tools, and peer collaboration.
I will not copy, claim, or submit the work of others—whether from a friend, the internet, or artificial intelligence—as my own.
Fairness & Equity
I will complete assignments, assessments, and projects honestly and with integrity.
I will not engage in unauthorized collaboration, use of AI-generated content without disclosure, or any form of academic dishonesty.
Responsible Use of AI & Technology
AI tools (such as ChatGPT, Grammarly, or image generators) may support learning, but they cannot replace my original thinking.
If I use AI to brainstorm, research, or enhance my work, I will:
• Clearly disclose AI use when required.
• Ensure my work remains original by applying my own ideas and analysis.
• Avoid submitting AI-generated content as my own work without significant personal contribution.
ACADEMIC INTEGRITY AGREEMENT
ACADEMIC INTEGRITY & ORIGINAL WORK AGREEMENT
Intended for inclusion in the Online Registration Cycle for the 2026-2027 school year
Accountability & Growth
If I am uncertain about citation, AI use, or academic integrity guidelines, I will ask my teacher for clarification.
I will take responsibility for my actions and accept appropriate consequences if I fail to uphold these principles.
If I witness academic dishonesty, I will report it to help maintain a fair learning environment.
Consequences for Violating Academic Integrity
Westminster Public Schools expects students to uphold academic honesty in all coursework. Violations of this agreement—including plagiarism, cheating, or improper use of AI—may result in disciplinary action.
Student & Family Acknowledgment
By signing below, I confirm that I understand and agree to Westminster Public Schools' Academic Integrity & Original Work Agreement. I recognize the importance of honest e ort in learning, and I commit to producing original work that reflects my own knowledge, skills, and creativity.
