Vision & Guidebook for AI |
Vision and Guidebook for Artificial Intelligence in DASD
Empowering Potential Through Innovation, Equity, and Human Connection
Introduction & Vision
The DeForest Area School District is committed to a forward-thinking, measured approach to integrating Artificial Intelligence (AI) tools. We envision an AI-enhanced learning environment where technology acts as a bridge to equity, ensuring every student has the tools to access high-quality, rigorous, and engaging learning opportunities. AI will not replace the learning process; rather, it will serve as a catalyst for identifying and nurturing the unique talents, interests, and learning styles of every child.
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For Our Students: Personalized Pathways to Potential
Aligning with the DASD Mission to "engage, challenge, and inspire all students to pursue their full potential," we focus on:
- Equitable Access & Inclusion: We leverage AI to dismantle barriers for learners with disabilities, utilizing AI-driven assistive technologies (e.g., speech recognition, text-to-speech) consistent with the Universal Design for Learning (UDL) framework.
- True Personalization: Believing every person is unique, we use generative AI to create personalized learning materials that adapt to student interests and reading levels.
- Safety & Data Privacy: We maintain a secure environment by rigorously protecting student data. Students will learn to use AI for creativity and inquiry within a protected ecosystem that guards against bias and data misuse.
For Our Staff: Augmenting Excellence and Relationships
Aligning with the DASD Vision to support relationships and honor knowledge, we focus on:
- Alleviating Burnout to Focus on Connection: AI is implemented to automate routine tasks, freeing educators to focus on direct student interaction, caring relationships, and mentorship.
- Empowered Professional Judgment: Teachers may use AI to draft resources (like lesson plans or additional support strategies), but human expertise will always finalize decisions.
- Continuous Professional Growth: Staff will receive robust training on how to use AI tools and critically evaluate them.
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Core Implementation Pillars
Our implementation is guided by three core pillars to ensure safety, equity, and human-centered learning:
- Rigorous Governance: We adhere to a "Three-Level Solution" for safety, prioritizing tools that comply with federal and state data privacy laws (FERPA, COPPA) and ensuring vendor accountability.
- Human-Centric Approach (H > AI > H): AI is a tool to support, not supplant, the critical role of teachers and staff. We adopt the "Human > Artificial Intelligence > Human" model, meaning responsible AI use begins with a human prompt, utilizes the AI, and ends with human examination and implementation.
Phased Rollout & Student Access
DASD is currently utilizing a phased, action research-based rollout of AI tools via Google Workspace.
- Phased Student Access to AI Tools: Currently, access to AI tools within Google Workspace is limited to 11th and 12th-grade students to facilitate in-classroom learning and innovation. For the 2026-27 school year, access will be expanded to all students in Grades 9-12. The district is also actively evaluating specific tools suitable for students in grades below 9th.
- Future Planning: As our usage evolves, we will measure data and best practices before engaging in a measured expansion of access to other grade levels, always keeping student learning and safety as the central focus.
Grades 9-12
Ethical Guidelines for Staff
Educators are expected to model ethical behavior and professional judgment when using AI tools.
- Pedagogical Integrity: AI should enhance teaching and learning, not replace human interaction. Staff should not solely rely on AI to replace established curriculum; AI output must be thoroughly vetted before use with students.
- Documenting Professional Vetting: To reinforce the Human-Centric Approach (Human > AI > Human) and the requirement for pedagogical integrity, educators should document their critical evaluation process. This documentation demonstrates that the AI output was thoroughly vetted, finalized with human expertise, and not solely relied upon to replace established curriculum or professional decisions.
- Model Student Citation Practices: When using Generative AI (GenAI) to create or inform professional resources (such as lesson drafts, communications, or presentations), educators must openly cite the use of the tool, modeling the required behavior for students.
- Clear Internal Attribution: When using AI to draft resources like lesson plans or IEP goal support strategies, clearly note the AI's role in the draft within the resource's documentation. This provides a transparent record that human expertise was applied to finalize the decisions, ensuring the individualized aspect of education remains human-centered.
- Digital Well-Being: AI tools should be used in moderation. Because AI systems lack empathy and emotional intelligence, staff must consider the impact on student well-being.
- Reporting Concerns: Staff should report any potential biases, inaccuracies, or unethical use of AI by students to administration. The use of "AI Detectors" is currently not advised due to inaccuracy.
Ethical Guidelines for Students
For students with approved access, AI can be a powerful learning partner when used responsibly.
- Academic Integrity: AI tools must not be used to engage in plagiarism or cheating. Submitting AI-generated work represented as your own original work is considered academic dishonesty.
- Transparency and Citation: If GenAI is used to create or inform work, it must be openly cited using current MLA or APA formats. Citations should include the prompt used, the AI publisher, and the date. Students should document their thinking processes to show how they arrived at their conclusions.
- Analyzing AI: Students must critically evaluate anything generated by AI for accuracy, appropriateness, and bias. AI can "hallucinate" wrong information, so verifying outputs with other sources is required.
- Responsible Use: Students must not use AI to generate anything that disrupts or disparages the District, individuals, or groups.
Safeguarding the data of all users is critical.
- Protection of PII: Users of GenAI are expected to keep all Personally Identifiable Information (PII) of themselves and others out of interactions and prompts. This includes names, addresses, phone numbers, and photographs.
- Compliance: All AI tools used must comply with FERPA, COPPA, and state statutes regarding the protection of personal information. AI companies cannot use student data to train or improve their underlying models without explicit consent.
To support a culture that encourages innovation, DASD provides robust, continuous professional learning. Training focuses on five pillars:
- Understanding Basics: Learning how AI works, its capabilities, and its limitations.
- Integrating AI into Subject Areas: Using AI to create role-play scenarios, solve complex problems, provide background context, and scaffold lessons.
- Hands-On AI Experiences: Providing educators with direct experience using AI tools and platforms.
- Collaboration and Networking: Building communities of practice to share AI resources, ideas, and experiences.
- Continuous Learning: Staying updated on rapid AI advancements and refining AI use policies to align with district goals.
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Resources
(published April 2026)
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