FILE: IFBGB
ARTIFICIAL INTELLIGENCE (AI) IMPLEMENTATION AND ACCEPTABLE USE
The Avoyelles Parish School Board strives to provide learning opportunities and high-quality instruction that pushes students to reach their full potential. As technology continues to reshape the world, we are committed to responsibly embracing change and equipping our students with the necessary skills for success within and beyond their time with Avoyelles’s schools.
Therefore, the School Board endorses a strategic implementation plan for the integration of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI) tools in student instruction and School District administration, to be promulgated collaboratively by the Superintendent, staff, and schools. While we are eager to realize the benefits new technology can offer our stakeholders, we concurrently recognize our responsibility to avoid the pitfalls that come with such novel technologies. We are committed to ensuring the use of AI is human-focused, benevolent, and inclusive to maximize its benefits for our learning community. This policy establishes guidelines for the use of AI and GenAI tools that comply with federal and state laws, prioritize equity, and promote ethical use.
DEFINITIONS:
Artificial Intelligence or AI refers to applications of software algorithms and techniques that allow computers and machines to simulate the human ability to make decisions and complete tasks assigned to them.
Generative Artificial Intelligence or GenAI refers to the application of algorithms and techniques that allow computers and machines to create new content by themselves.
Disclosure means to provide or permit access to, or the release, transfer, or other communication of personally identifiable information (PII) contained in education records by any means, including oral, written, or electronic means, to any party except the party identified as the party that provided or created the record.
Educational records are records directly related to a student and are maintained by the Avoyelles Parish School Board or school or by a person acting for the School Board or school. Excluded from the term educational records are records of instructional, supervisory, or administrative personnel which are in the sole possession of the maker and are not accessible or revealed to any other individual except a temporary substitute for the maker of the record; records of a law enforcement unit of the School Board (if any); records created or received by the School Board after an individual is no longer a student in attendance and that are not directly related to the individual's attendance as a student; and grades on peer-graded papers before they are collected and recorded by a teacher.
Parent or legal guardian refers to a student's natural parent, legal guardian, or other person or entity responsible for the student in the absence of a parent or legal guardian.
Personally identifiable information refers to information about an individual that may be used on its own or with other information to identify, contact, or locate a single individual, including but not limited to the following:
The student's name;
The name of the student's parent or other family members;
The address of the student or student's family member;
A personal identifier that can be used to distinguish or trace an individual's identity such as social security number, date and place of birth, mother's maiden name, or biometric records.
Race and ethnicity data.
Any other information that is linked or linkable to a specific student such as medical, educational, financial, and employment information.
Two (2) or more pieces of information that separately or when linked together can be used to reasonably ascertain the identity of the person.
School official refers to any teacher, school principal, School Board member, counselor, attorney, accountant, human resources professional, information systems specialist, support or clerical personnel, school resource officer, authorized volunteer, or any school system employee who is authorized to perform a function or service on behalf of the Avoyelles Parish School Board.
Reasonable accommodation is any change or adjustment to a job or work environment that permits a qualified applicant or employee with a disability to participate in the job application process, to perform the essential functions of a job, or to enjoy the benefits and privileges of employment equal to those enjoyed by employees without disabilities.
COMPLIANCE WITH DATA SECURITY LAWS AND POLICIES
Any AI or GenAI tool implemented in the District must strictly adhere to federal and state privacy laws, including but not limited to the Family Educational Rights and Privacy Act (FERPA), Children's Online Privacy Protection Act (COPPA), Protection of Pupil Rights Amendment Act (PPRA), Children’s Internet Protection Act (CIPA), Louisiana’s Student Privacy Law (La. Rev. Stat. Ann. §17:3914), and Louisiana’s Transfer of Personally Identifiable Student Information Law (La. Rev. Stat. Ann. §17:3913). AI-powered tools are also subject to School Board policies regarding acceptable use of technology, network security, and adoption of supplemental instructional materials.
To ensure compliance with federal and state regulations, the Superintendent and his/her designees shall carefully investigate AI and GenAI applications prior to their adoption in classroom and administrative settings. This process must include, but is not limited to, the following actions:
District IT and network security specialists shall conduct a thorough audit of the software, application, or machine’s terms of service, data-sharing agreements, and privacy policies.
Consider what information is collected, stored, and shared (or sold) within AI-powered systems, and ensure they adhere to federal and state privacy laws.
These systems should also not engage in targeted advertising on the operator/developer’s site, service, or application (COPPA).
This review must also evaluate consent requests in relation to privacy policies, ensuring that metadata (including language spoken, biographical data, location, educational records, etc.) do not compromise student privacy.
Until AI tools are reviewed and approved by the appropriate school officials, the School District shall have a broad blocking of access to student emails and computers. Access shall be granted on an as-needed basis, with due consideration for age restrictions, data security regulations, School Board network security policies, and best practices for cyber security. Students accessing AI software on personal devices choose to do so at their own risk.
Teacher requests for the approval of AI- or GenAI-powered instructional applications must be made in writing on the appropriate form, submitted to the school principal, and subject to a data security review as described above. In evaluating approval requests, principals must consider how the technology’s proposed use aligns with student learning goals, curricular standards, school improvement goals, and the School District’s strategic plan. This process is not meant to undermine the professional autonomy and creativity of teachers. It is to ensure that School District-wide use of AI (1) complies with data security regulations, (2) proactively mitigates the perpetuation of systemic bias and discrimination, and (3) amplifies teacher and student efforts rather than replacing them.
Principal requests for the approval of AI-powered administrative applications must be made in writing on the appropriate form and submitted to the District Technology Coordinator or his/her designee. These requests are also subject to a data security review as described above.
Our use of AI tools is part of a broader digital learning ecosystem that requires transparent communication and support from families and the larger school community. Therefore, any use of AI- or GenAI-powered tools for instructional and/or administrative tasks should be transparent to the public, in the same spirit that all strategic decisions are subject to transparency laws and best practices.
EQUITY AND INCLUSIVITY
Avoyelles Parish School District is committed to ensuring that every student, regardless of their background, ability, or family resources, enjoys an education that propels them toward an opportunity-rich life. The use of AI tools for instructional and administrative purposes must align with this commitment to equity and inclusivity. All decisions related to AI implementation must actively mitigate the negative impacts of biases on student outcomes, especially in grading, assessment, employment decisions, and resource allocation.
When using AI- and GEnAI-powered tools for decision making, school, and School District officials should make every effort to prioritize inclusion, enhancing the overall effectiveness and fairness of decision-making processes. In hiring decisions, administrators should consider AI tools for making reasonable accommodations for potential employees, aligning with the Americans with Disabilities Act. Additionally, AI tools are to serve as a supplementary resource for data-driven decision making. While they provide valuable information, they should complement best practices and problem-solving efforts, rather than replacing them. Administrators should always independently verify content and products from AI tools.
We recognize that many AI tools have learned bias as a result of their training with historical data imbued with systemic disparities along the lines of gender, race, ability, and ethnicity. AI-powered applications with well-documented instances of data privacy violations or producing discriminatory, offensive, and inappropriate content are prohibited. Teachers or administrators wishing to use such a tool must submit an appeal on the appropriate form, which should, at minimum, include the following:
The perspective tool and its intended use;
How its use aligns with student learning goals, curricular standards, school improvement goals, and the School District’s strategic plan,
A clear explanation of the opportunities, challenges, and risks for using the tool in an instructional or administrative setting with evidence to support each,
Steps to minimize the negative impacts of biased results on student performance and administrative decisions.
This appeal shall be submitted to the Superintendent and Equitable Policy Committee for written approval. If approved, the use of these applications must include strict use limitations designed to minimize the negative impacts these tools have on student learning, grades, and strategic administrative decisions.
PROFESSIONAL DEVELOPMENT AND STAFF TRAINING
Before the inauguration of a Strategic AI Technology Integration Plan, all teachers and staff must receive comprehensive training on the skills necessary for responsibly engaging with and instructing students on AI-powered tools. These trainings should:
Clearly communicate the opportunities, limitations, potential risks, and ethical considerations associated with different types of AI models used in the school setting. Review all relevant policies, statutes, and guidelines associated with data security, privacy of student records, and the use of AI in school settings.
Be conducted by a third-party contractor approved by the School Board or appropriate central office administrator. Teachers should not be solely responsible for training each other on AI tools, even if new teachers join after initial trainings are conducted.
Conducted on an ongoing basis (at least semiannually), in alignment with the existing Professional Development schedule promulgated by the School Board and mandated by state and federal authorities.
GUIDELINES FOR STUDENT-RELATED AI USE
AI use in instruction and assignment completion should empower students to be responsible digital citizens and equip them with the content knowledge and technical skills needed to meet their educational goals. Students shall receive age-appropriate training on the use of AI tools, with an emphasis on digital literacy, responsible and ethical use of technology, and privacy awareness.
By using AI technologies on School Board-provided networks and/or devices, students agree to abide by the rules and principles outlined in this policy.
AI- and GenAI-powered applications are meant to aid in learning, studying, and completing assignments. They may be used with the expressed permission of an instructor; they are not a substitute for completing class assignments that require individual effort and original thought. Students may not submit AI-generated content as their own– this extends to taking tests or quizzes, writing papers, creating multimedia (e.g. photo and video) projects, and similar assignments. Doing so is considered cheating or plagiarism, and subjects the student to the terms outlined in the Academic Honesty Policy. Students may not use GenAI tools that create text, images, videos, and voice generators, to violate school rules or School Board policies.
Students and educators may include AI and GenAI applications as tools to meet learning goals in the development of Individualized Education Programs (IEP) and Section 504 Plans. AI tools should also maximize the benefits for multilingual students working towards English proficiency goals in the English Language Learner Program (IDDH).
The School Board authorizes the use of content detectors and/or plagiarism recognition software to check student work for policy violations. Automated Essay Scoring Systems are permitted to provide student feedback on written work, but they must not be solely used to make critical decisions or evaluations about student performance or behavior. As these tools do not possess the nuanced contextual understanding and empathy of human educators, they should only be used to provide supplemental information to support the educator’s decisions about student progress and content mastery. Teachers must be transparent with students and parents about their use of AI-powered tools to evaluate student work.
AUDITS, ASSESSMENTS, AND FEEDBACK CYCLES
School District IT and network security specialists contracted by the School Board shall regularly review and report privacy policies for AI-powered systems and applications, as these policies continue to evolve with improvements in their functionality. This should be done at the conclusion of each school year of and as often as application policies and service terms are updated.
School District and contacted network specialists shall provide a written report of any changes to the Superintendent and the School Board, so any existing data-sharing agreements may be modified and School District administration can be proactive in monitoring data privacy and security for all users. AI tools should be included with other cybersecurity-related reviews to mitigate risks associated with data breaches.
The ethical and equity implications of AI tools should be monitored concurrently. The Equitable Policy Committee, with consultation from the Special Education Advisory Council, shall be responsible for collecting and analyzing quantitative and qualitative evidence of the impact of AI on students, staff, and the learning environment. The Equitable Policy Committee will submit its findings along with the IT report to the Superintendent and School Board.
Audit results shall be communicated transparently to stakeholders, using clear and understandable language. These reports shall also be made available in all languages spoken by stakeholders in the learning community.
The Superintendent shall establish an accessible feedback mechanism that encourages students, staff, and parents to voice concerns or provide input regarding the use of AI tools. These mechanisms should be user-friendly for those with various disabilities and native languages. School officials and School District administrators shall consider this feedback when making decisions related to AI implementation.
TRANSPARENCY AND COMMUNITY INVOLVEMENT
Technology is only as useful as we trust it to be effective, safe, and empowering for its users. Therefore, users, including students and staff, shall be educated and informed about the purpose, functionality, and potential impact of AI applications implemented in educational settings.
School District administrators should make every effort to educate and inform parents and local community members about the AI tools approved for use in the School District, empowering them to support students in their use of AI to achieve their academic and professional goals, and promote digital equity within the community. The School Board and school officials must be transparent in decisions made regarding AI use in instruction and administration.
New policy: October 15, 2024
Ref: 15 USC 6501–6506 (Children’s Online Privacy Protection)
20 USC 1232g (Family Educational Rights and Privacy Act)
20 USC 1232h (Protection of Pupil Rights Amendment Act)
20 USC 1400 -601-610 (Individuals with Disabilities Act)
42 USC 12111 – 12117 (Americans with Disabilities Act–Employment)
47 CFR 54.520 (Children’s Internet Protection Act)
La. Rev. Stat. Ann. §§17:3913, 17:3914
Board minutes, 10-15-24
Avoyelles Parish School Board