Human-Centered AI Guidance

AI Playbook

Public guidance for how District 204 approaches student AI use when it is allowed: learning comes first, expectations are transparent, and AI use must match the purpose of the task.

How We Approach AI Use

AI use is limited, intentional, transparent, and human-centered.

When AI is part of learning, it should be connected to the learning goal and guided by clear expectations. Students remain the thinkers, decision-makers, and authors of their work. Teachers guide when student AI use may be appropriate, and students should understand what level of AI support is allowed before they begin. When staff use AI to support student-facing learning materials, feedback, or classroom work, that use should also preserve professional judgment, transparency, and human connection.

Where Student AI Use Applies

Grades 9-12

Student AI use may be allowed when directed by the teacher, clearly communicated to students, and aligned to the learning goal.

Grades 6-8

There may be limited, guided piloting of student AI use next school year. AI use is not a general expectation for all middle school classrooms.

Elementary

Elementary students are not using AI as part of student-facing classroom work.

The Student-AI Partnership

What the Partnership Means

The Student-AI Partnership is a simple way to clarify the role AI may play in an assignment. It helps teachers and students distinguish between work that must be completed independently, work where AI may support revision, and work where AI may be used as part of inquiry or exploration.

The purpose is transparency and shared understanding. Students should know the expected level of AI support before they begin, and they remain responsible for their thinking, decisions, accuracy, and final work.

Independent

Human-Only Work

Students complete the work themselves to build understanding, practice essential skills, and show what they know. AI is not used because the learning goal requires students to develop the skill independently.

Supported

AI as Editor

Students create the work first. AI may help revise, organize, clarify, or improve expression, but students remain responsible for the ideas, voice, accuracy, and final decisions.

Collaborative

AI as Partner

Students may use AI for back-and-forth inquiry, idea generation, or perspective-taking. AI can extend thinking, but students still verify information, make decisions, and own the final work.

The level must match the learning goal.

Some assignments should remain fully independent. Other assignments may allow limited AI support or guided collaboration. The teacher’s directions determine which level applies.

Human-First Decision Test

The Human-First Decision Test helps protect the learning. Before AI is used, students and staff should consider whether the task is meant to build a skill, show authorship, explain thinking, or protect accuracy and privacy.

Skill-Building

Do students need to learn this themselves first?

Authorship

Is the student still the source of the core ideas and final decisions?

Explainability

Can the student explain what they used, changed, and why?

Verification and Safety

Will students verify output and protect privacy?

Student Responsibilities When AI Is Allowed

Use AI the Right Way, When It Is Allowed

These guidelines apply only when a teacher allows AI use. They do not mean AI is allowed for every assignment. When AI is allowed, students are expected to use it honestly, transparently, and in a way that supports learning.

Responsible Uses

I did my own thinking first.
My work still sounds like me.
The core ideas are my own.
I can explain what I used, changed, and why.
I verified that the information is accurate.
I used AI to support my thinking, not replace it.

Unacceptable Uses

Letting AI do the thinking for you.
Turning in work you do not understand.
Copying AI responses as your own.
Hiding AI use when your teacher requires transparency.

What Families Should Know

Teachers and learning goals determine appropriate use.

AI is not automatically allowed or expected in every situation. The key question is whether AI supports the learning goal without replacing the student’s thinking, authorship, understanding, or responsibility.

When student AI use is allowed, expectations should be transparent before students begin. Students remain responsible for their final work, their explanation of the process, the accuracy of information, and any required acknowledgment of AI use.

Staff may also use AI to support planning, learning materials, feedback, or classroom work. When AI directly shapes student-facing learning, it should be used responsibly and transparently. AI should support professional judgment, not replace it.

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