WPS Artificial Intelligence Strategy by Westminster Public Schools

ARTIFICIAL INTELLIGENCE STRATEGY

INDEX

AI GOVERNANCE

GUIDING PRINCIPLES

DIGITAL INTEGRITY PROCEDURES

DEFINITION OF ORIGINAL WORK

AI ACCEPTABLE USAGE SCALE

ACADEMIC INTEGRITY AGREEMENT

ACCESSIBILITY

ESCALATION FOR MISUSE CHAT LLM GUIDELINES

AI GOVERNANCE

& GOALS

Vision OBJECTIVES

Westminster Public Schools will responsibly leverage safe and secure artiﬁcial intelligence to elevate K12 education, shaping the future of learning and empowering the workforce of tomorrow.

ENSURE RESPONSIBLE AND SECURE AI ADOPTION

FOSTER AN INNOVATIVE CULTURE

INNOVATE WITH AI

AI GOVERNANCE

INTRODUCTION

Westminster Public Schools stands at a pivotal juncture with the advent of artiﬁcial intelligence (AI) technologies. These advancements present unprecedented opportunities for transformative achievements across education, administrative e ciency, security, and the automation of routine tasks.

Several of our schools and departments are already leveraging generative AI and other emerging tools, enhancing productivity and streamlining operations to allow more focus on mission-critical tasks. Thoughtfully implemented and well-secured, AI can dramatically improve our processes for collecting, evaluating, and analyzing information, and better meet the unique needs of each student.

As we integrate AI, it is vital to implement safeguards to protect individuals and manage risks, ensuring the security and privacy of our data, and preventing biased outcomes that could compromise our mission. Initial steps include prioritizing security, enhancing risk awareness, and developing robust governance and policies for responsible AI use.

Furthermore, we will provide AI training and select projects that exemplify our commitment to responsible and secure AI practices. This strategic approach will enable us to navigate our technological advancements e ectively, mitigating security risks and biases and ensure that our AI applications align with our goals and principles.

Investing in AI to modernize our services is a key component of our Destination 2030 strategic plan, reﬂecting our commitment to keeping pace with global technological advancements. Our ability to harness insights from our data to make informed decisions is crucial for supporting our students' success.

The transformative impact of AI is evident across numerous sectors, and with the barrier to entry lower than ever, AI is poised to revolutionize how we educate and operate. Just as the Internet redeﬁned education, AI is set to reshape the future of learning and research in unimaginable ways. As such, it is imperative for school districts to lead in the adoption and application of AI technologies.

AI GOVERNANCE

ENSURE RESPONSIBLE AND SECURE AI ADOPTION GOAL 1

Integrate AI within a resilient and secure infrastructure, enabling the district to build, support, and scale diverse AI applications. This goal emphasizes responsible adoption, data security, and governance to ensure AI technologies e ectively enhance district operations and learning environments.

The District workforce requires adequate software capabilities that leverage AI and ensure security, scalability, and ease of use to support innovative practices.

Integrate AI technologies into a sustainable and secure AI-enabling infrastructure to build and scale a variety of AI applications across The District.

Objective 1.1: Enable AI Technology to augment tasks and innovate

Secure, safe technology environments and transparent tools to users promotes equitable AI use, ensures data protection and privacy, safeguards against cybersecurity threats, and protects individuals to ensure innovation.

Leverage AI tools to boost e ciency, streamline administrative tasks, and enable all education professionals—including operations, administrative, and instructional sta —to focus on employee and student-centered experiences

Objective 1.2: Utilize a robust, scalable infrastructure to support and innovate with AI

Rely on a resilient technology infrastructure designed to support the development, testing, deployment, and continuous monitoring of AI technologies while safeguarding district data and security

Objective 1.3: Modernize evaluation processes for AI-integrated tools

Redesign technology evaluation processes to incorporate standards necessary for emerging AI tools, ensuring they meet district security protocols and align with educational, operational, and administrative goals.

Objective 1.4: Develop and oversee policies, guidelines, and frameworks for responsible AI adoption

Implement comprehensive policies and frameworks that manage algorithmic risks, ensure data governance, and maintain security and privacy across the district.

AI GOVERNANCE

FOSTER A CULTURE THAT EMBRACES AI TECHNOLOGY GOAL 2

Empower a dynamic workforce whose diverse needs for AI are served through professional development, a culture of continuous learning, and hiring/upskilling for in-demand AI skills in ways that uphold the highest levels of data and integrity.

The District’s workforce needs the skillset, robust training curriculum, enhanced AI literacy, and educational resources to ensure AI is to be widely and safely adopted across The District.

Empower a dynamic workforce whose diverse needs for AI are served through training, promoting a culture of continuous learning, and hiring for in-demand AI skills in ways that uphold the highest levels of data and scientiﬁc integrity.

Objective 2:1 AI Training and Support Services

Increased AI ﬂuency enables all employees to safely and responsibly reduce time spent on tasks optimal for AI solutions, allowing them to focus their e orts on higher-impact activities.

O er specialized AI training and support tailored to the diverse needs of district employees across departments and instructional roles. Strengthen AI literacy through tiered learning opportunities, resources on generative AI applications, and support sessions that address both operational and instructional uses. Establish communities of practice where sta can exchange resources, share use cases, and discuss best practices.

Objective 2.2: Develop New Opportunities for AI Talent

Expand recruitment and upskilling initiatives to attract and retain individuals with AI expertise. Focus on identifying candidates skilled in AI techniques, technologies, and ethics, while creating pathways for existing sta to enhance AI capabilities. Encourage AI-centric roles within the district to promote innovation and continuity in AI applications.

Objective 2:3 Create Guiding Principles for Responsible AI Use

Establish clear and forward-thinking guiding principles that promote responsible AI use. These principles will support a culture of innovation while ensuring ethical practices, data privacy, and equitable AI access across the district. Embed these guidelines into training, daily practices, and district policies to align with our commitment to responsible and safe AI integration

INNOVATE WITH AI GOAL 3

AI GOVERNANCE

Westminster Public Schools will innovate by identifying, experimenting with, and scaling e ective AI solutions, fostering partnerships to address key challenges and enhance educational outcomes.

The District faces mission critical challenges well suited to the capabilities of AI that can be addressed through the systematic identiﬁcation and application of thoroughly tested AI use cases.

Identify, experiment, and scale a range of successful solutions to be an active innovator of District processes through applied AI, while forming creative partnerships with responsible AI innovators outside of the District to compound our successes.

An enterprise-scale solution for problem identiﬁcation, experimentation, and deployment that positively impacts The District’s mission.

Objective 3.1: Redesign instruction to enable student-centered learning

Reimagine instructional practices by placing students at the center of the learning experience. Focus on creating ﬂexible and engaging environments that cater to the unique needs, interests, and strengths of each student, empowering educators to provide individualized support.

Objective 3.2: Identify and scale AI-driven instructional innovations

Identify successful AI applications that enhance learning outcomes, experiment responsibly, and scale e ective practices across the district. Form partnerships with responsible AI innovators to support instructional innovation aligned with district goals.

Objective 3.3: Transform Operational and Departmental E ciency and Innovation with AI Solutions

Utilize AI to enhance e ciencies across district operations and departments—from automating routine administrative tasks to optimizing resource allocation and ﬁnancial planning. By integrating AI into daily workﬂows, the district aims to reduce manual workload, increase process accuracy, and support timely, data-driven decision-making. These solutions empower sta across all departments, enabling them to focus on strategic initiatives that better support educators and students.

Beyond enhancing e ciency, the district seeks to harness AI as a driver of advanced innovation across all departments. By adopting e ective AI technologies, the district can unlock new approaches to operational challenges, allowing for predictive insights, adaptive resource management, and continuous improvement. This commitment to innovation will enable district sta to anticipate needs, streamline complex workﬂows, and implement forward-thinking solutions that elevate district-wide support for educational excellence.

GENERATIVE AI GUIDING PRINCIPLES

Foster Transparent, Inclusive, and Equitable AI Engagement

Promote transparency by integrating AI systems that are accessible and clear, while actively involving stakeholders in the development of policies, decision-making processes, and evaluations.

Prioritize Student-Centered Learning and Sta Development

Adopt AI tools to support the broad spectrum of learning needs while fostering professional growth for all employees and encouraging responsible innovation through monitored pilot programs.

Adopt Responsibly with Secure Infrastructure

Ensure responsible AI adoption with clear guidelines to safeguard privacy and safety, minimize bias, and maintain data security, supported by resilient, adaptable systems.

Optimize E ciency and Amplify Human Talent

Leverage AI to streamline operations, empowering sta to focus on impactful educational and organizational initiatives while preserving and elevating the value of human expertise.

Uphold Ethics and Adaptability

Emphasize ethical use, accountability, and ﬂexibility in AI use while updating policies and procedures to align with new risks and goals as needed.

DIGITAL INTEGRITY PROCEDURES

PROCEDURE (GBEE-R STAFF)

Date: October 2024

Updated: January 6, 2025

Artiﬁcial Intelligence and Digital Integrity

As the use of artiﬁcial intelligence (AI) technologies becomes more prevalent in the educational environment, the District recognizes the need for speciﬁc governance to ensure that these tools are used responsibly by sta .

This procedure is linked with the Board policy GBEE – Personnel Network Acceptable Use, ensuring alignment with the district’s broader policies governing responsible technology use.

AI technologies can create challenges such as digital impersonation, content manipulation (e.g., deepfakes), and breaches of data privacy. These technologies include and are not limited to:

Machine Learning focuses on algorithmic models that learn patterns from data. Ex. Netﬂix and Amazon predictions.

Deep Learning is an AI method inspired by the human brain that uses large quantities of data with very little human input, a subset of machine learning that uses neural networks to learn and model complex data patterns. Ex. Autonomous vehicles, Siri and Alexa.

Natural Language Processing or NLP allows computers to understand, interpret, and generate human language. Ex. Humanized chatbots and translation services.

Large Language Models (LLMs), like ChatGPT, are a speciﬁc application of machine learning within the NLP domain, designed to handle and generate natural language text.

DIGITAL INTEGRITY PROCEDURES

PROCEDURE (GBEE-R STAFF)

Speciﬁc Authorized Uses

•Research Assistance: Tools that facilitate the e cient searching and gathering of academically relevant information.

•Data Analysis: Tools that assist in the interpretation and analysis of large datasets, particularly useful for scientiﬁc or social research.

•Language Translation: Tools that help translate text or spoken language into di erent languages, aiding in language learning or the study of foreign texts.

•Writing Assistance: Tools that o er grammar checks, spelling corrections, and suggestions for improving writing quality.

•Accessibility: Tools designed to make educational content accessible to students with disabilities, such as text-to-speech or sign language translation software.

•Simulation and Modeling: Tools that allow for the virtual simulation of real-world scenarios or complex systems for educational exploration.

•Content Personalization: Tools that adapt educational content based on individual student performance and learning styles.

•Peer Review and Collaboration: Tools that facilitate structured peer reviews and collaborative learning environments.

Evolving Technology Consideration

The ﬁeld of AI/NLP is rapidly evolving. The district reserves the right to update this list of authorized uses and will provide guidance and training to sta to adapt to new educational applications of AI/NLP tools.

Prohibited Uses | Sta are strictly prohibited from using AI technologies to:

•Create or distribute false or misleading content.

•Impersonate others. This includes what is referred to as deepfakes or synthetic media where a person’s likeness is digitally altered or replaced using advanced AI techniques.

•Manipulate academic or personal records.

•Share or expose any personally identiﬁable information (PII), including student, sta , or district information, to individuals who do not have explicit authorization or the necessary permissions to access such data.

DIGITAL INTEGRITY PROCEDURES

PROCEDURE (GBEE-R STAFF)

Ethical Standards and Compliance:

•Sta must adhere to the highest ethical standards in the use of AI.

•Compliance with all existing district policies and procedures related to AI governance is mandatory.

Training and Resources: The District intends to provide ongoing training and resources to:

• Support sta in becoming knowledgeable about the potential impacts of AI technologies.

• Address the ethical considerations necessary for their responsible use.

Enforcement:

• Adherence to Board Policy: All district sta are expected to comply with Board policy regarding the use of District digital tools and systems, including the use of artiﬁcial intelligence. This aligns with Board Policy GBEE – Personnel Network Acceptable Use.

• Administrative Oversight: Administrators are responsible for ensuring compliance and addressing any violations in accordance with district policies and procedures.

By adhering to these guidelines, the District aims to foster a culture of ethical and responsible AI use among sta , ensuring a safe and trustworthy educational environment.

DIGITAL INTEGRITY PROCEDURES

PROCEDURE (JS-R STUDENTS)

Date: October 2024

Updated: January 6, 2025

Artiﬁcial Intelligence and Digital Integrity

In recognition of the rapid advancement and integration of artiﬁcial intelligence (AI) and natural language processing (NLP) technologies in educational and personal environments, the District is committed to ensuring that all digital interactions and content creation involving AI are conducted in a safe, ethical, and lawful manner.

This procedure is linked with the Board policy JS – Student Use of the Internet and Electronic Communication, ensuring alignment with the district’s broader policies governing responsible technology use.

AI technologies can create challenges such as digital impersonation, content manipulation (e.g., deepfakes), and breaches of data privacy. These technologies include and are not limited to:

Machine Learning focuses on algorithmic models that learn patterns from data. Ex. Netﬂix and Amazon predictions.

Natural Language Processing or NLP allows computers to understand, interpret, and generate human language. Ex. Humanized chatbots and translation services.

Large Language Models (LLMs), like ChatGPT, are a speciﬁc application of machine learning within the NLP domain, designed to handle and generate natural language text.

DIGITAL INTEGRITY PROCEDURES

PROCEDURE (JS-R STUDENTS)

Speciﬁc Authorized Uses

•Research Assistance: For e ciently searching and ﬁnding relevant information.

•Data Analysis: To analyze and interpret large datasets, adhering to authorized data sources and legal compliance.

•Language Translation: For translating texts or documents into di erent languages.

•Writing Assistance: For improving grammar, spelling, and overall writing quality.

•Accessibility: To assist students with disabilities in accordance with their Individualized Education Program (IEP) or 504 Plan.

•Simulation and Modeling: To simulate real-world scenarios or model complex systems for educational purposes.

•Content Personalization: For tailoring educational content based on individual student performance and learning styles.

•Peer Review and Collaboration: To facilitate structured peer review processes and enhance collaborative learning.

Evolving Technology Consideration

Prohibited Uses | Students are strictly prohibited from using AI technologies to:

•Create or distribute false or misleading content.

•Impersonate others. This includes what is referred to as deepfakes or synthetic media where a person’s likeness is digitally altered or replaced using advanced AI techniques.

•Manipulate academic or personal records.

•Share or expose any personally identiﬁable information (PII), including student, sta , or district information, to individuals who do not have explicit

•Produce or submit work that is not their own, including copying content without proper attribution or presenting AI-generated content as original work.

DIGITAL INTEGRITY PROCEDURES

PROCEDURE (JS-R STUDENTS)

Educational Programs | The District will endeavor to provide educational programs to:

•Enhance understanding of AI technologies.

•Discuss their potential impacts.

•Address the ethical considerations necessary for their responsible use.

Enforcement:

• Adherence to Board Policy | All members of the District are expected to comply with Board policy regarding the use of District digital tools and systems, including the use of artiﬁcial intelligence. This aligns with Board Policy JS - Student Use of the Internet and Electronic Communication.

By fostering a culture of digital integrity and ethical AI use, the District aims to prepare students for the responsible and innovative use of technology in their future endeavors

AI ACCESSIBILITY & INCLUSIVE LEARNING FRAMEWORK

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

Middle School (6-8)

Example 4: Eighth Grade - Historical Sources (Social Studies & ELA)

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.

Student Name: _________________________

Student Signature: _____________________

Date: ____________

Parent/Guardian Name: _________________________

Parent/Guardian Signature: _____________________

Date: ____________

ESCALATION FOR AI MISUSE

ESCALATION FOR MISUSE

Addendum to Discipline Matrix

Purpose: This policy outlines the procedures for addressing student misuse of AI tools, ensuring appropriate interventions that align with Westminster Public Schools' discipline matrix while fostering responsible technology use.

Principal’s Talking Points for Parent Conversations:

Reinforcing Expectations: "We want to ensure students use AI responsibly, much like any other educational tool."

Restorative Approach: "Our goal is not just to discipline, but to educate and help students understand the impact of misusing AI."

Support & Next Steps: "We will provide guidance on proper AI use and may require additional learning modules or restricted access."

Addressing Concerns: "We take these issues seriously and will work with your student to prevent future misuse."

CHAT LLM GUIDELINES

Quick Guide: Safe & E ective Use of AI Chats (LLMs)

✅ What You Can Do

�� Brainstorm Ideas: Lesson plans, writing prompts, discussion questions, project ideas.

�� Organize Content: Summarize documents, draft outlines, explain complex topics.

✍ Improve Writing: Edit emails, rephrase instructions, create announcements or newsletters.

�� Be Creative: Generate examples, classroom activities, or content for presentations.

�� What You Shouldn’t Do

�� Never share PII (personally identiﬁable information): Names, ID numbers, addresses, grades, or health info.

�� Don’t input sensitive district data: Internal policies, ﬁnancial info, or protected ﬁles.

�� Don’t assume it's always right: Double-check facts, and never rely on AI for legal, HR, or discipline decisions.

✅ Acceptable AI Tools — With Caution These tools are allowed for professional use when used responsibly and without sharing any private or sensitive information:

• ChatGPT

• Claude

• Gemini (by Google)

• NotebookLM (by Google)

• Canva’s Magic Write and Magic Studio

�� Secure ChatGPT Access Available

We o er licensed ChatGPT accounts integrated into Microsoft Teams with added privacy protections.

�� Interested? See your school leader for monthly cost and setup details.

�� Stay Smart with AI

When in doubt, keep it generic.

Think of AI like a smart assistant—helpful, not conﬁdential. Be creative, be curious—but always be responsible.

�� Reminder:

Use of AI tools must align with all district technology, student data privacy, and security policies. If you're unsure—ask before you share.