Your feedback ensures we stay focused on the facts that matter to you most—take our survey.
AI guidance issued by state departments of education
| School Boards & |
| Education Policy |
 |
School board elections 2025 • School board recalls 2025 |
• How school choice affects rural districts • K-12 cellphone policies |
Conflicts in school board elections |
Click here to subscribe to Hall Pass |
The release of ChatGPT, a generative artificial intelligence (AI) tool that answers user questions, composes essays, analyzes data, codes software, and generates images, in November 2022 quickly became a topic of both concern and excitement among K-12 education stakeholders. ChatGPT spread quickly, and within months students were using it on assignments. Companies quickly developed other tools, such as Claude, Perplexity, and Gemini.[1] Companies like Khan Academy developed AI tools specifically for tutoring and classroom use.[2] Teachers, administrators, school board members, state lawmakers and others grappled with how to set guidelines around the use and abuse of generative AI tools in educational settings. In response to these discussions, state education departments began releasing guidance documents and toolkits for local districts.
This page collects state education department guidance on AI. If you know of one we are missing, please email editor@ballotpedia.org. Click here to subscribe to Hall Pass for a weekly dive into school board politics and educational policy, including AI in the classroom.
As of August 2025: state departments of education in 27 states had released AI guidance for K-12 public schools.
Click a state below to read the AI guidance.
Overview
State education officials released voluntary AI guidance for K-12 public school districts with the stated goal of helping teachers, administrators, parents, and school board members think carefully about how to utilize the technology while navigating ethical and safety concerns.[3]
The California Department of Education's guidance document states: "In this age of AI, it is essential that both educators and students demystify this technology and grasp how it produces output. A conceptual knowledge of the benefits and potential risks of computing technologies is increasingly relevant for our students and educators alike. A growing knowledge about AI improves safety and efficiency when utilizing AI systems and supports understanding of potential inaccuracies and biases that may exist in their outputs."[4] The Wyoming Department of Education said its purpose for releasing AI guidance was to assist "school districts as they develop policies on the appropriate and responsible use of AI."[5]
The documents shared a focus on some of the following themes:
- AI literacy: "AI literacy refers to the knowledge, skills, and attitudes associated with how AI works."[6] (Colorado)
- Bias and ethical concerns: "AI can perpetuate social biases in training data, leading to unfair or unethical outcomes."[7] (Delaware)
- Privacy and security: "Ensure inputs into public-facing AI tools are free from personal identifiable information (PII)."[8] (Indiana)
- Access: "Access to AI tools may vary across families and schools, potentially widening the digital divide and creating new inequities."[9] (Minnesota)
- Academic integrity: "Do students know how to properly document, account for, and cite AI usage in a transparent manner?"[5] (Wyoming)
- Strategies for AI integration: "Host regular conversations with business leaders, educators, governing members, leaders, and families about AI and how schools are preparing students with the skills to thrive in an AI-infused world."[10] (Virginia)
The guidance documents differed in some regards, however. Some states, such as Hawaii and Washington, cautioned educators against using AI detection tools.[11][12] Mississippi's guidance document, on the other hand, advised educators to cautiously use AI detection tools, while keeping in mind that they can be inaccurate.[13]
The majority of the other documents did not mention tools used to detect the use of AI in writing assignments and other course work.
Map
Policies by state
Alabama
Introduction
| “ |
"Teaching, learning, and the future of work and society will be greatly changed by Artificial Intelligence (AI). The dynamic evolution of AI presents challenges and risks that require careful planning, governance, and other considerations. To help navigate these issues, the Alabama State Department of Education (ALSDE) organized the ALSDE AI Summit in November 2023 followed by subsequent sessions earlier this year. The shared wisdom of the attendees resulted in the AI Policy Template for Local Education Agencies (LEAs). The template covers eight key pillars and serves as a guide and a reference for your LEA to develop and implement AI policies that align with your education and technology strategies, as well as federal, state, and local laws, rules, and regulations. You are encouraged to adopt and customize the template according to your local context, resources, and priorities. The ALSDE believes that we can harness the benefits of AI and prepare our students with the skills and knowledge they need for an AI-driven world.[14] |
” |
California
Introduction
| “ |
This document is meant to provide helpful guidance to our partners in education and is, in no way, required to be followed. The document is intended to be informative rather than prescriptive. The information is merely exemplary, and compliance with any information or guidance in this document is not mandatory. (See Educ. Code § 33308.5.) Emerging technologies often lead to new and exciting learning opportunities for students, particularly in increasing personalization and accessibility options. While Artificial Intelligence (AI) can be a valuable learning tool for educators and students, it must be evaluated according to usage terms, and clear guidelines for data collection should prioritize student safety. The California Department of Education (CDE) considers human relationships crucial in education, particularly when incorporating generative AI tools such as ChatGPT into schools. This is particularly vital in light of school closures that occurred in the recent past due to the COVID19 pandemic and other natural disasters, that left many educators and students physically isolated. AI or any other technology cannot replace the value of a student’s relationship with a caring educator who can connect on a human level.[14] |
” |
Table of contents
- Where is AI in the world of today and tomorrow?
- Where might AI fit within California schools?
- Fundamental Skills for Educators and Students
- Utilizing AI in Schools
- Developing AI in Schools
Connecticut
Introduction
| “ | Now more than ever, innovations in technology remain critical to education as both enablers as well as sources of potential risk. This set of guidance and resources should help to equip educators, leaders, and anyone engaged in the education community to learn more about AI and its role in education, explore and implement approaches to safe and effective integration, and establish consistent frameworks for ongoing innovation and decision-making. This work should continue as new technologies emerge with different potential roles within and risks to teaching and learning. Toward that end, the Commission sees as a common goal that all students would have a baseline understanding of AI in the context of broader digital literacy, a core component of any “portrait of the graduate” in preparation for college and careers.[14] | ” |
Table of contents
- Introduction
- Types and Applications
- Instructional and Decision-Making Best Practices
- Risks
- Policy and Guidance
- Resources
- Acknowledgements
Click here to read the guidance.
Colorado
Introduction
| “ | This roadmap is a dynamic resource designed to support our local school districts as they develop their own approaches to integrating AI into teaching and learning. Recognizing the rapid pace of technological change, the roadmap emphasizes the importance of flexibility and adaptability. It calls on state-level organizations, including the Colorado Department of Education (CDE) and Colorado Education Initiative (CEI), to create the conditions necessary for school districts to rapidly learn from each other and from early adopters.
|
” |
Table of contents
- Overview and Purpose
- Working Group Recommendations
- Reshaping Teaching and Learning
- Advancing Equitable Access for All Learners
- Developing Policy for Transparent and Ethical Use
- Next Steps
Georgia
Introduction
| “ | Artificial Intelligence, commonly referred to as AI, encompasses a broad range of computer
science techniques and technologies that enable machines to perform tasks that typically require human intelligence. These tasks include learning from data, recognizing patterns, making decisions, and understanding natural language. AI systems can operate through algorithms, machine learning models, and neural networks, which allow them to adapt and improve over time based on the data to which they are exposed. Generative AI refers to a subset of AI that creates new content, such as text, images, music, or code. It does this by learning patterns from a massive amount of data and then generating new content that is similar to the training data. When integrated thoughtfully and responsibly, AI has the potential to transform the educational landscape, making learning more efficient, effective, and engaging for all students.[14] |
” |
Table of Contents
- Overview of Artificial Intelligence (AI)
- Ethical & Responsible Use of AI
- Safeguarding Privacy: Protecting Personally Identifiable Information in AI Systems
- Process for Districts to Adopt AI Policies
- Including AI in District Student and Employee Handbooks
- Having Formal Agreements with AI Systems and Tools
- Having a Process for Formally Vetting and Adopting District and School Level AI Tools
- Importance of AI Professional Learning for Educators
- Using AI in the Classroom
- Attributing Work to AI
- Looking Ahead
Delaware
Introduction
| “ | Artificial intelligence (AI) is emerging rapidly across industries, including K-12 education. The Delaware Council on Educational Technology presents this guidance to support educators and education leaders in the appropriate, equitable, and inclusive use of AI in classrooms across the State of Delaware.[14] | ” |
Table of contents
- Understanding Artificial Intelligence
- Implementing AI for Districts and Charter Schools
- Integrating AI in the Classroom
- Professional Learning Opportunities
- Next Steps
- Conclusion
Hawaii
Introduction
| “ | Navigating the evolving landscape of AI in education requires a balanced approach. While its potential to enhance learning is undeniable, ethical considerations and responsible use are paramount. This document provides employees with a framework to harness AI's power while mitigating potential risks. Together, we can foster an inclusive and equitable learning environment where technology empowers all employees to thrive.[14] | ” |
Indiana
Guidance introduction
| “ | Navigating the evolving landscape of AI in education requires a balanced approach. While its potential to enhance learning is undeniable, ethical considerations and responsible use are paramount. This document provides employees with a framework to harness AI's power while mitigating potential risks. Together, we can foster an inclusive and equitable learning environment where technology empowers all employees to thrive.[14] | ” |
Table of contents
- AI literacy
- Instruction and learning
- Impact
- Security
- Resources
Kentucky
Guidance introduction
| “ | Emerging technologies like AI are often met with a mix of excitement and apprehension, especially in education. While the potential of AI in this field is undeniable, treating it differently than other emerging technologies can hinder its effective integration and create unnecessary anxieties. Approaching AI through the same lens used for other innovations is crucial for the following reasons:
Consistency Consistency fosters understanding. Educators can leverage their knowledge of technology integration by viewing AI alongside tools like online learning platforms or adaptive learning systems. This familiarity allows them to focus on AI's specific pedagogical affordances rather than getting bogged down by its novelty factor. Balance A balanced approach mitigates unfounded fears. Exaggerating AI's transformative power can breed anxieties about job displacement, human knowledge inadequacies, or a loss of creativity. By treating it as one tool among many in the educator's toolkit, alongside traditional methods, we can emphasize its potential to augment, not replace, the human touch in education. Normalization Normalization encourages responsible use. Integrating AI similarly to other technologies allows for open discussions about its limitations and potential biases. Just as we teach students to critically evaluate online information, we can equip them to understand the algorithms behind AI-powered tools and use them responsibly.[14] |
” |
Table of contents
- Purpose
- Definition
- Unpacking the Master Plan Statement
- Guiding Principles for Incorporating AI Use
- Community Engagement and Feedback
- Application and Research Paradigms
- Post-Adoption Monitoring and Evaluation
Louisiana
Guidance introduction
| “ | Recognizing the transformative potential of Artificial Intelligence (AI) in education and the complexities it introduces, the Louisiana Department of Education (LDOE) has developed this comprehensive guide. AI technologies raise data security and privacy concerns, but they also hold the potential to enhance teaching and learning practices. This guide aims to equip educators, leaders, and families with a foundation for understanding and harnessing the power of AI to improve teaching and learning practices in Louisiana.[14] | ” |
Table of contents
- Overview of AI
- Challenges of AI in education
- Strategies to mitigate plagiarism and cheating
- Integrating AI into classroom instruction
- Safeguards for AI in education
- Technical considerations
- Relevant laws and policies
- Training and support
- Resources
Maine
On February 20, 2025, the Maine Department of Education released an interactive "AI Guidance Toolkit."[15] Access the toolkit here.
Introduction
| “ | This AI Guidance Toolkit is designed to empower the confident integration of AI tools and foundational knowledge in Maine classrooms, preparing our students to thrive in an AI-influenced world. This toolkit is designed to help empower schools to make informed decisions about AI in education technology and contains critical information for anyone engaging with AI that sets foundational understandings for the effective integration of AI in education and beyond.[14] | ” |
Table of Contents
- Overview
- I. Maine DOE's Approach
- II. AI Explained
- III. Ethics and AI
- IV. AI Foundations
- Teaching & Learning
- I. Getting Started
- II. AI & Academic Integrity
- III. AI for Teaching
- IV. AI for Learning
- Leadership
- I. AI for Leadership
- II. Policies & Best Practices
- III. Fostering a “Healthy Tech” School Culture
- IV. Student Data Privacy
- Additional Support
- I. AI Terms/Glossary
- II. FAQ
- III. AI in Maine Schools
- IV. AI Tools & Resources
Minnesota
Guidance introduction
| “ | Artificial intelligence (AI) is transforming education, but with great power comes greater responsibility. Here, we list some guiding principles for responsible AI use in education. These guiding principles are based on the U.S. Department of Education’s (ED) Office of Educational Technology report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations (2023), and the National Center on Education and the Economy’s Framework for AI-Powered Learning Environments (2024).[14] | ” |
Table of contents
- Learning with AI
- Creating guidance
- AI in education resources
Missouri
Introduction
"To ensure these technologies are used effectively and ethically, it is critical that educational stakeholders understand AI’s capabilities, limitations, and implications. This guidance document was developed to support Missouri’s LEAs in navigating the integration of AI in a manner that enhances teaching and learning while maintaining student safety, data privacy, and academic integrity. Grounded in current research, national policy recommendations, and input from Missouri’s Computer Science Advisory Council, this document provides a comprehensive framework for the responsible use of AI in education. It outlines key considerations for AI implementation, including professional development, instructional best practices, data privacy, and policy development. Designed to be flexible and responsive to evolving technology, this guidance empowers LEAs to create thoughtful, context-specific policies that align with local needs while preparing students for the demands of an AIdriven future. The primary purpose of integrating AI in schools should be to enhance student outcomes. AI can serve as a tool to empower educators and deepen engagement and academic growth across the learning environment."
Table of contents
- Version History
- Acknowledgments
- Purpose
- Legislative Context
- What is Artificial Intelligence
- Challenges and Benefits of AI in Education
- Best Practices for Implementing AI in Education
- AI Integration
- AI Policies
- Resources
Mississippi
Guidance introduction
| “ | Artificial intelligence (AI) is the ability of a computer or computer-controlled robot to mimic human tasks that require learning, problem solving, and recognizing patterns to make predictions. Developers program AI to learn from data and then use that information to solve problems, make predictions, and emulate human thought-processes. AI is powered by machine learning, which is the process that allows machines to learn from data independently. Through machine learning, computers can pull in large amounts of data in the form of images, video, text, and audio and learn to recognize patterns and make predictions. Machine learning processes often use large language models that can understand and generate human language. These models, known as generative AI, produce content such as text, images, and audio. Google Genesis and Open AI ChatGPT are examples of generative AI that utilize machine learning and large language models. While AI may seem like the newest tool in the world of technology, it’s been working behind the scenes for decades. Today, we are surrounded by AI in our personal and professional lives, including Google search assistant, virtual assistants (e.g., Siri and Alexa), predictive text, facial recognition, medical procedures, and countless other applications.[14] | ” |
Table of contents
- WHAT is Artificial Intelligence?
- HOW can AI impact the classroom?
- How can AI be leveraged in the classroom?
- Digital citizenship
- Standards-aligned contents and tools
- Active learning and engagement
- Formative assessment and feedback
- Accessibility
- WHAT should be considered when creating a policy for AI use?
Nevada
Introduction
| “ | Teaching AI literacy includes understanding how it works, its potential application, and its ethical implications from Pre-K through 12th grade is vital to ensure students are prepared for an AIdriven world. In the classroom, AI should be used to empower educators, not to substitute their expertise and human connection. Transparency is key; teachers, students, and parents need to understand how AI systems make decisions and influence learning.
Successfully integrating AI requires collaboration among educators, policymakers, community members, and industry leaders. By working together, we can harness AI’s potential while ensuring safety, responsibility, and innovation in education."[14] |
” |
Table of contents
- Superintendent’s Letter
- Overview
- AI: Lighting a Path to a STELLAR Future
- STELLAR Ethical Use
- Security
- Transparency
- Empowerment
- Learning
- Leadership
- Achievement
- Responsible Use
- Next Steps
- Guidance and Resources
- AI Websites and Supports
- Acknowledgements
New Mexico
Introduction
| “ | The passage of the NM Digital Equity in Education Act (2023) provides a roadmap to ensure all students have the computing resources—both devices and Internet access— necessary to be successful. This guidance promotes digital equity and accountability. Through a firm commitment to access, New Mexico is dedicated to teachers and students having an innovative teaching and learning environment that fosters digital citizenship and AI literacy.
Our vision is to bring AI into New Mexico classrooms and to do so in a way that puts students and educators at the center of this digital transformation. AI can enrich the learning experience, but it is human oversight, inquiry and reflection that ultimately drive meaningful education. Human-centric use of AI is the key to successful use in education. AI can serve as a facilitator and a coach of knowledge."[14] |
” |
Table of contents
- Overview
- AI Literacy
- Guiding Principles for AI
- A Framework for AI Integration
- Next Steps
- Appendices
North Carolina
Guidance introduction
| “ | Artificial intelligence (AI) is the ability of a computer or computer-controlled robot to mimic human tasks that require learning, problem solving, and recognizing patterns to make predictions. Developers program AI to learn from data and then use that information to solve problems, make predictions, and emulate human thought-processes. AI is powered by machine learning, which is the process that allows machines to learn from data independently. Through machine learning, computers can pull in large amounts of data in the form of images, video, text, and audio and learn to recognize patterns and make predictions. Machine learning processes often use large language models that can understand and generate human language. These models, known as generative AI, produce content such as text, images, and audio. Google Genesis and Open AI ChatGPT are examples of generative AI that utilize machine learning and large language models. While AI may seem like the newest tool in the world of technology, it’s been working behind the scenes for decades. Today, we are surrounded by AI in our personal and professional lives, including Google search assistant, virtual assistants (e.g., Siri and Alexa), predictive text, facial recognition, medical procedures, and countless other applications.[14] | ” |
Table of contents
- Leadership and Vision
- 10 Top Skills from Future of Jobs Report & NC Portrait of a Graduate
- Responsible implementation
- AI Implementation Roadmap for North Carolina’s Public Schools
- PSU Generative AI Guidelines
- Evaluating Generative AI Ed Tech Tools
- Developing Generative AI Guidelines at Your PSU
- Example Generative AI Amendment to School Integrity Policy
- Human capacity
- Generative AI Training and AI Literacy
- AI Literacy for All
- AI Literacy Recommendations by Grade Span
- High school: Learn ABOUT AI; Learn WITH AI
- Student-Facing Generative AI Tools
- Curriculum, Instruction, and Assessment
- Concerns & Limitations
- Strategies to Ensure More Accurate Responses from LLMs
- How to Use AI Responsibly EVERY Time
- Disclosing AI Use or Citing Generative AI as a Source
- Use Great Caution with AI Detectors
- Teacher Use Cases of Generative AI
- Traditional to Transformation Learning
- Adapting Instruction in the Age of AI
- Student Use of Generative AI
North Dakota
The North Dakota Department of Public Instruction released a K-12 AI guidance framework. That framework can be accessed here.
Ohio
Guidance introduction
| “ | Consistent with Lt. Governor Jon Husted’s mission to make Ohio the most innovative and entrepreneurial state in the Midwest, InnovateOhio has partnered with AI experts to identify opportunities to use artificial intelligence for good. Recognized through this collaboration was the need for trusted resources, so that Ohio’s K-12 educators can prepare students to live, work and thrive in an AI world. InnovateOhio has commissioned the development of this toolkit, AI Toolkit: Guidance and Resources to Advance AI Readiness in Ohio’s Schools, to answer this need. This toolkit will equip stakeholders in Ohio’s schools (district superintendents, school principals, educators, parents, and more) with the resources to advance AI literacy among their students.
This toolkit is not intended as a mandate to use artificial intelligence in education, but instead as a trusted and vetted resource that will aid Ohio’s educators and parents in their mission to prepare our students for this emerging technology.[14] |
” |
Table of contents
- Part 1: Policy Development for AI in Education – A Step-By-Step Approach.
- Part 2: Introduction to Resources for Policymakers, Teachers, and Parents.
- Part 3: Resources for Policymakers – A Functional Overview.
- Part 4: Resources for Teachers.
- Part 5: Resources for Parents.
- Part 6: A Guide to Guidelines.
- Part 7: Summary of Resources.
Oklahoma
Guidance introduction
| “ | This guidance provides recommendations for Oklahoma school districts and is not law or regulation. It is intended to support districts as they explore the potential applications of Articial Intelligence (AI) in schools. AI is constantly evolving. It involves computers or machines accomplishing tasks that are typically completed by humans. AI is trained on datasets, which enable it to create content (Generative AL or GenAI) and perform tasks on our behalf. The more AI is used, the more it studies human language and improves its interaction with users[14] | ” |
Table of contents
- Understanding Al in Education
- Benefits and Risks
- Roles and Responsibilities for Al in Education
- Navigating Academic Integrity in Al
- Three Essential Elements for Integrating Al in the Classroom
- Guidance and Considerations
- Responsible Implementation of Al in K-12 Education
- Security, Privacy, and Safety
Oregon
Guidance introduction
| “ | Broadly speaking, artificial intelligence (AI) is defined as “the science and engineering of making intelligent machines, especially intelligent computer programs. It is related to the similar task of using computers to understand human intelligence, but AI does not have to confine itself to methods that are biologically observable.”1 Many types of artificial intelligence have been defined, which have led to a large number of applications of AI including self-driving vehicles, automatic language translation, facial recognition, virtual assistants (like Siri or Alexa), recommendation systems used in streaming platforms like Netflix, and of course chatbots like ChatGPT and Bard.
|
” |
Table of contents
- What is Generative Artificial Intelligence (Al)?
- Why talk about Al now?
- What are the Equity Implications of Generative Al in K-12 Classrooms?
- How do student data privacy policies impact the use of Al in K-12 classrooms?
- What is the potential of generative Al in K-12 classrooms?
- What might districts consider when developing policy to generative AI?
Utah
Guidance introduction
| “ | This document guides Utah students, staff, and school communities on the appropriate and responsible use of artificial intelligence (AI), particularly generative AI tools, in classroom instruction, school management, and systemwide operations where permitted by local policy. Generative AI has potential benefits for education and risks that must be thoughtfully managed. Achieving a balance between delivering leading-edge education and safeguarding student information requires collaboration among experts in education and cybersecurity. Providing unrestricted access falls short of providing needed protection. Conversely, an outright ban on AI in schools impedes the development of essential future workforce skills. Instead, a balanced and informed approach is preferred, encompassing both maximizing learning and attending to security measures. This framework will require subsequent reviews to adapt to changes in technology and usage. Artificial intelligence refers to computer systems that are taught to automate tasks normally requiring human intelligence. “Generative AI” refers to tools that can produce new content, such as text, images, or music, based on patterns they’ve learned from their training data1. This is made possible through “machine learning,” a subset of AI where computers learn from data without being explicitly programmed for a specific task. Think of it as teaching a computer to be creative based on examples it has seen. While generative AI tools show great promise and often make useful suggestions, they are designed to predict what is right, which isn’t always right. As a result, their output can be inaccurate, misleading, or incomplete.[14] | ” |
Table of contents
- Existing policies
- Scope
- Guiding principles for AI use
- Responsible use of AI tools
- Prohibited use of AI tools
- Special consideration: Safety, security, privacy
- Review
Virginia
Guidance introduction
| “ | Artificial intelligence (AI) brings tremendous potential to transform education at all levels. By enabling more efficient, universal, and deeper learning, AI can unlock new realms of knowledge that were previously unimaginable. This emerging technology promises to catalyze business innovation and economic growth for the Commonwealth.
|
” |
Table of contents
- Guiding Principles for the Use of AI in Education
- Strategies for Successful Integration of AI in Education
- Roles & Responsibilities
Washington
Guidance introduction
| “ | Our commitment is not just to integrate AI into the classroom; it’s to do so with a vision that places our educators and students at the center of this digital revolution with a priority for human inquiry that uses AI for production, but never as the final thought, product, or paper. AI is a powerful tool, but it only enhances learning if students and educators embrace an “H AI H” approach. Start with human inquiry, see what AI produces, and always close with human reflection, human edits, and human understanding of what was produced. It is imperative that we empower our teachers to utilize AI as a responsible and transformative tool. This means providing educators with the necessary resources, training, and support to incorporate these technologies in ways that enhance their instruction and, more importantly, nurture our students’ critical thinking.
|
” |
Table of contents
- Understanding Artificial Intelligence
- Definitions: What AI Is and What It Is Not
- Principles and Values
- Guidance
- Policy
- Professional Development
- Conclusion and Next Steps
Wisconsin
Guidance introduction
| “ | The Wisconsin Department of Public Instruction has developed this evolving guidance document to assist K-12 educators, librarians, students, and administrators in effectively integrating Artificial Intelligence (AI) technologies within educational settings and public libraries. This guidance is regularly updated to ensure it aligns with the latest advancements in AI technology, ethics, and policy, promoting the responsible use of AI to enhance personalized learning, foster critical thinking, and improve educational outcomes.
|
” |
Table of contents
- Core Concepts and Goals for AI in K-12 Education
- Partner Engagement and Communication
- Ethics and Data Policy
- Security and Infrastructure
- Professional Development and Training
- Curriculum and Pedagogy .
- Monitoring, Evaluation, and Continuous Improvement
West Virginia
Guidance introduction
| “ | This guidance centers around the users of artificial intelligence (AI) in various roles throughout West Virginia PK-12 schools. It is designed to assist individuals such as superintendents, district staff, educators, and support staff in the appropriate and effective use of AI, particularly generative AI technologies, within West Virginia schools. Its focus includes classroom instruction, school administration, and the broader scope of district operations. While recognizing the significant opportunities AI presents for enhancing educational experiences in West Virginia, this document also addresses the need for careful oversight to minimize risk and ensure responsible use. Note that multiple existing West Virginia Board of Education (WVBE) policies include language that are relevant to the use of technologies such as AI. This guidance supports those policies and in no way supersedes those policies.
|
” |
Table of contents
- AI is for everyone
- Artificial is like a...
- AI for educators
- AI for schools and county school districts
- Moving forward
Wyoming
Guidance introduction
| “ | This document aims to guide school districts as they develop policies on the appropriate and responsible use of AI. This guidance document will help the districts navigate the development of policies for students, staff, and school communities on the appropriate and responsible use of AI, particularly GenAI tools, in classroom instruction, school management, and systemwide operations.[14] | ” |
Table of contents
- Artificial intelligence definitions
- Guidelines for Policy Development
- Conclusion
Subscribe to Hall Pass to stay up to date on school board politics and education policy
Hall Pass is a weekly newsletter designed to keep you plugged into the conversations driving school board politics and education policy. We bring you a roundup of the sharpest education commentary and research from across the political spectrum and the latest on school board elections and recall efforts.
Below are the three most recent editions:
Debates over AI
Hall Pass frequently provides contrasting perspectives on issues in K-12 education, including AI. The following debates were featured in previous editions of Hall Pass.
Other education policy pages on Ballotpedia
Want to read more about education policy in the United States? Start with the overviews below:
- Trends in curriculum development
- K-12 content standards and curriculum research
- K-12 curriculum authority, requirements, and statutes in the states
- K-12 areas of instruction required by statute in the states
See also
- School board elections, 2024
- School board recalls, 2024
- Endorsements of school board members by state executive officeholders and candidates, 2024
- Conflicts in school board elections, 2021-2023
- School board dismissals of district superintendents, 2022-2025
- Ballotpedia's Election Analysis Hub, 2024
Footnotes
- ↑ Visual Capitalist, "Ranked: The Most Popular Generative AI Tools in 202," October 11, 2024
- ↑ Khan Academy, "On-demand AI-powered support for education.," accessed January 16, 2025
- ↑ EdTech Digest, "22 States Release K-12 AI Guidance for Education," September 5, 2024
- ↑ California Department of Education, "Learning With AI, Learning About AI," January 24, 2025
- ↑ 5.0 5.1 [https://edu.wyoming.gov/wp-content/uploads/2024/06/Guidance-for-AI-Policy-Development.pdf Wyoming Department of Education, "Guidance for Wyoming School Districts on Developing Artificial Intelligence Use Policy," January 24, 2025]
- ↑ Colorado Department of Education, "COLORADO ROADMAP FOR AI IN K-12 EDUCATION," accessed January 25, 2025
- ↑ Delaware Department of Education, "Generative AI in the Classroom Guidance," accessed January 24, 2025
- ↑ Indiana Department of Education, "Artificial Intelligence (AI) Guidance," accessed January 24, 2025
- ↑ Minnesota Department of Education, "Artificial Intelligence in Education," accessed January 29, 2025
- ↑ Virginia Secretary of Education, "Guidelines for AI Integration Throughout Education in the Commonwealth of Virginia," accessed January 28, 2025
- ↑ Hawaii Department of Education, "Artificial Intelligence (AI) guidance for employees," accessed January 28, 2025
- ↑ Washington Office of Superintendent of Public Instruction, "Human-Centered Artificial Intelligence in Schools," accessed January 28, 2025
- ↑ Mississippi Department of Education, "Artificial Intelligence Guidance for K-12 Classrooms," accessed January 29, 2025
- ↑ 14.00 14.01 14.02 14.03 14.04 14.05 14.06 14.07 14.08 14.09 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 14.25 14.26 14.27 14.28 14.29 14.30 Note: This text is quoted verbatim from the original source. Any inconsistencies are attributable to the original source.
- ↑ Maine Department of Education, "Newsroom," February 20, 2025
| ||||||||||||||||
