Using AI with “CARE”
In the Agua Fria Union High School District, we’re moving beyond traditional educational technology by fully embracing the transformative potential of AI in the classroom. As the first public high school to partner with ChatGPT, our district has led the way in exploring and integrating AI tools that enhance both teaching and learning. Our district’s AI framework focuses on Use and Evaluate with Care, emphasizing Clarity, Accuracy, Relevance, and Ethics (CARE) in every application. This structure empowers educators to harness AI to personalize learning, streamline instruction, and deepen student engagement. A key to our success has been our AI Ambassadors program, where teacher leaders guide their peers, modeling AI’s practical applications and fostering a collaborative learning environment.
By making AI a core part of our strategic planning and avoiding a temporary “initiative” label, we’re embedding it into our educational culture to ensure long-term success. From supporting real-time formative assessments with generative AI tools to crafting adaptive lesson plans, we are actively transforming the learning landscape and preparing students for an AI-driven future. This approach ensures that AI is not only a tool for efficiency but a powerful catalyst for educational innovation and equity.
—Lauren Owens, executive director of technology, Agua Fria Union High School District, Avondale, Arizona
A Framework for Teachers’ Ingenuity
One of the key differences between AI and the other technologies we use in schools is the range of tasks AI can support. Its applications are broad and varied. For this reason, using AI effectively can be challenging, especially within the highly complex ecosystems of classrooms and schools. When it comes to AI, many teachers don’t know where to begin or how to assess the effectiveness of the things they try.
To address this need, the Utah Education Network has developed a framework for AI implementation that asks teachers targeted questions designed to assess the degree to which any given student-facing use of AI aligns with school, district, and state policies; scaffolds students’ learning; emphasizes digital literacy skills; and centers human connection in the classroom. Giving teachers a framework with clear indicators and suggestions has provided a space to spark educators’ inherent creativity, intuition, and ingenuity, producing classroom applications for AI that personalize and deepen student learning. We’ve seen teachers facilitate faster and more targeted feedback cycles, create mentor texts shaped by students’ needs and interests, and design complex and engaging role-play scenarios—in short, we’ve seen AI extend and enrich the work teachers already do every day: inspire, educate, and care for their students.
—Braxton Thornley, senior technology trainer, Utah Education Network, Salt Lake City, Utah
Guidelines Built on Transparent Dialogue
To support educators in leveraging AI for transformational learning, our district has implemented a multi-pronged approach centered on transparency, inclusive engagement, and student voice.
After publishing our district’s AI Guidance document online for public viewing and comments, we addressed each submission with a personalized message. We acknowledged each commenter’s position on AI and offered explanations or specific passages from our document to address their concerns. This was followed by a series of roundtable discussions (held quarterly) that is open to the entire community. We invited a diverse range of community partners, including educators, parents, administrators, and edtech decision makers at the county level.
The highlight of these discussions was a student panel. Their authentic voices were crucial in making our philosophy and expectations resonate. Students provided insight into the real-world impact of AI in their classrooms, as well as a vision for what an AI-influenced learning experience should look like. Hearing directly from young learners about their thoughts and vision for the future helped our community develop a shared understanding and commitment to leveraging AI in transformational ways.
—Chad Laines, instructional technology specialist, ABC Unified School District, Cerritos, California
A Dashboard of Targeted Resources
Our district is excited to support educators in using AI to create transformative learning experiences. To guide this effort, we formed a committee, which includes a diverse group of teachers, administrators, technology leaders, and instructional coaches. Together, we’ve developed and approved generative AI guidelines that are specifically designed to meet the unique needs of our district.
To ensure clear communication and understanding, we’ve created targeted resources for staff, students, and parents, including one-page infographics and AI use “temperature scales” for K–5 and 6–12 grade levels. These resources provide accessible guidance on appropriate AI use in educational settings. We are currently training our teachers on generative AI, focusing on practical applications for their tasks. This hands-on approach helps educators become comfortable with AI tools before integrating them into classroom instruction. Additionally, we have developed a district AI dashboard that serves as a central hub for all AI-related resources. This platform allows staff, students, and community members to access guidelines, training materials, and best practices.
—Sue Tobin, director of instructional technology and media, Davidson County Schools, Lexington, North Carolina
Exploring AI with “Prompt-a-thons”
In NYC Public Schools district, we believe that the key to successfully integrating AI into learning experiences starts with building the knowledge and capacity of both leaders and educators. No matter their current level of AI readiness, it is essential that they engage with GenAI-empowered tools safely, ethically, and responsibly.
One of our most effective approaches is the “prompt-a-thon” model, envisioned by Superintendent Van-Ess of Queens South High Schools and our Digital Learning and Innovation Team. Through these AI “prompt-a-thons,” we aim to ground professional learning in AI knowledge-building, while also offering dynamic, hands-on adult learning experiences to test GenAI tools and grow/learn AI skills in a collaborative setting. By doing so, we ensure adults have experienced first-hand the value of GenAI, from foundational sense-making of the value of GenAI tools to their professional practices to expanding application with transformed student learning.
Our north star is for AI to not only be effectively utilized but also applied within an instructional design that enhances the purpose of learning.
—Tara Carrozza, director of digital learning and innovation, New York City Public Schools, New York
The “Why” of AI
In Catawba County Schools, excitement soared last school year as over 75 percent of our staff embraced generative AI tools to support teaching and daily tasks. While this adoption aligns with the peak interest often seen in Gartner’s Hype Cycle (a model that tracks the maturity, adoption, and business impact of new technologies), it also reminds us to take a measured approach through the Hype Cycle’s phases, from initial excitement to sustainable productivity. As we work on integrating GenAI, we’re committed to thoughtful and ethical use, especially in upholding our values of academic integrity and digital citizenship.
To guide this journey, we are rolling out GenAI literacy courses for staff and students. These courses go beyond the “how” of using GenAI; they help us explore the deeper questions of “when” and “why,” addressing challenges that may arise as excitement fades. For educators, the course models responsible GenAI practices, empowering them to use GenAI as an augmented learning partner rather than a substitute, aiming to enhance their efficacy, efficiency, and effectiveness. For students, these courses emphasize critical skills from North Carolina’s Portrait of a Graduate, such as adaptability, critical thinking, and personal responsibility, while building an understanding of data privacy and ethical decision-making.
By grounding our approach in GenAI literacy, we aim to create a sustainable path through the Hype Cycle, fostering an environment where AI is a tool for exploration and growth, equipping both students and educators to make informed, responsible choices in an ever-evolving digital world.
—Marty Sharpe, chief technology officer, Catawba County Schools, Newton, North Carolina
Tailored AI Handouts
Stokes County Schools has embraced generative AI as a powerful tool for enhancing learning, creating a comprehensive GenAI policy that guides ethical and effective use across the district. Recognizing the importance of informed, balanced AI integration, the district developed clear, accessible handouts tailored to different stakeholders (students, teachers, and parents) so each group understands the role GenAI plays in education, its benefits, and safeguards. Teachers receive additional resources, such as assignment rubrics specifically designed to support thoughtful use of GenAI and professional development. These rubrics help teachers set clear expectations, ensuring AI use in assignments aligns with learning goals while promoting creativity, critical thinking, and academic integrity. Through these efforts, Stokes County Schools empowers educators and students to use AI responsibly, creating transformational learning experiences that prepare students for a future shaped by technology.
—Kimberley Thompson-Hairston, Director of Media and Technology & PIO, Stokes County Schools, Danbury, North Carolina
Community-Centric AI Strategy
Aurora Public Schools’ (APS) transformative three-year AI strategy aims to build an interconnected AI ecosystem that empowers teachers and elevates student learning. At the core of this innovative approach are several key components:
- Teacher Empowerment: APS is adopting effective, safe AI tools to optimize instructional planning and delivery, streamlining workflows and providing personalized support for teachers. The district is also developing comprehensive professional learning to ensure all staff can responsibly leverage the AI system's capabilities.
- Collective Intelligence: APS is blending AI capabilities with indigenous philosophies of collective decision-making and community well-being. This approach empowers stakeholders, promotes participatory democracy, and fosters a more equitable, responsive, and sustainable education governance model.
- Holistic Evaluation: The district has instituted robust systems to monitor progress and impact, including key performance indicators that track implementation milestones and academic outcomes improvements. APS has also set clear learning goals to evaluate the efficacy of AI tools across core subjects.
- Adaptive Change: Rather than implementing quick technological fixes, APS is pursuing systemic, holistic reforms that address underlying issues in the education system, such as inequity, burnout, and the overreliance on standardized measures.
This multifaceted, community-centric strategy positions APS as an innovative leader in leveraging AI to transform the landscape of K-12 education, empowering teachers and driving measurable gains in student success.
—Antonio Vigil, Director of Innovative Classroom Technology, Aurora Public Schools, Aurora, Colorado
AI Tutors for AP Classes
My school district, Davis School District, partners with Skill Struck AI. Skill Struck works with Canvas, our learning management system. Last year, our school’s teacher leadership team brought in a teacher leader from a neighboring school to help us learn more about Skill Struck. I have used it a lot as a teacher since then. I realized the potential of using AI with students when an incredible specialist from the Davis District Technology Center came to my school and helped me build tutors for my classes.
I now have AI tutors in my AP psychology course that help my students with the new type of AP evidence-based questions and article analysis questions. Students can type in the psychological topic that we are learning about that day or any psychological topic that they are interested in learning more about. The tutor will then provide psychological studies and coach my students through the writing process using the Socratic Method. I love how this provides students with choices, personalized writing feedback, and AP exam writing practice, whether in my classroom or at home. I am so grateful for a school district that is innovative and forward-thinking with AI.
—Carly Maloney, AP Psychology and English Language Development Educator, Instructional Coach, Davis School District, Viewmont High School, Bountiful, Utah
AI as a Learning Partner
Hickory City Schools (HCS) believes that Generative AI can expand educators' skills and capabilities, leading to transformational learning experiences for students. The district has provided AI Guidelines to help educators appropriately use these new tools, including using AI to augment, not replace, the effort educators and students put into teaching and learning. AI should facilitate, not complete, tasks for students and teachers. Hickory City Schools sees AI as a tool that can help provide personalized learning experiences for students by breaking down complex concepts and summarizing information.
To ensure the ethical and safe use of these powerful new AI tools, HCS is developing an AI literacy training strategy for all employees and students. This training will help educators effectively employ AI in their work and integrate AI into classroom instruction. The district's professional development plan for educators includes training on the impact, effective use, capabilities, limitations, concerns, and responsible use of AI. HCS recognizes the importance of training staff to both use AI professionally and to guide students to effectively and ethically use AI as a learning partner.
—Jason Hoyle, Instructional Technology Specialist, Hickory City Schools, Hickory, North Carolina
Balancing Personalization and Protection
For a year we have provided training to our staff on AI and how to best use it in the classroom. Our district has invested in SchoolAI, and one strategy we have used is to train teachers and paraprofessionals in this program. SchoolAI is being used to support students with various reading levels during MTSS intervention time. The technology department helps to provide standard prompts to be used with district-wide curriculum. SchoolAI is a great tool for supporting all students at their own level using AI in a protected and safe environment.
—Sarah Monnier-White, Director, Technology, Chippewa Valley Schools, Clinton Township, Michigan
Students' Corner
Tell us how AI could improve your learning or ways you’re already using it.
I wish there was an AI that could read stories and do funny voices for all the characters. Like when my teacher reads to us, but I could have it help me when I’m reading by myself. That would make reading time way more fun!
—Maya D., 2nd Grader
Sometimes I get really stuck on math problems. I want an AI helper that could show me pictures of how to solve them, like breaking apart big numbers into smaller ones. Then I wouldn’t have to wait for my teacher when she’s helping other kids.
—Jackson L., 4th Grader
I’ve been using an AI to practice Spanish conversations after school. I like it because I don’t get nervous like I do in class, and it doesn’t make fun of me when I mess up. Plus it helps me figure out different ways to say things.
—Isabella P., 6th Grader
In science class, we use this cool AI thing for experiments we can’t do in real life. Last week we mixed these chemicals that would be super dangerous, but we could see exactly what happened on the computer. It was way better than just reading about it in our textbook.
—Ryan M., 7th Grader
When I’m writing history papers, I use AI to help me organize all my research and make outlines. It’s pretty cool because it shows me how different events connect to each other, and gives me ideas for primary sources to check out. I still do all my own writing and thinking, but it helps me get started.
—Alex K., 11th Grader
Our Algebra II teacher showed us this AI practice tool that gives us problems based on what we’re having trouble with. When you get stuck, it shows you the steps, and it keeps giving you easier or harder problems until you get it. My grade went from a D to a B+ because I could practice at my own speed.
—Sarah W., 10th Grader
Student responses collected from Winfield School District students in Winfield, Alabama, grades 2–11.
