Corona-Norco understands we are living in a time of multiple overlapping disruptions due to rapid technological advancements. One such advancement is artificial intelligence (AI) and more specifically Generative AI. AI, is a rapidly advancing class of foundational capabilities which are increasingly embedded in all types of digital operations, educational technology systems and available for public use. These capabilities have introduced new opportunities and challenges for staff, teachers and students.

The purpose of this document is to ensure legal and ethical use of GenAI technology.  The guidance below defines recommended and cautionary uses and outlines employee obligations related to the use or development of GenAI models and applications.

Definition of Terms

Algorithm: A set of clear and specific instructions that can be performed in a prescribed sequence to achieve a particular goal and that has a recognizable set of end conditions.^[1]

Artificial Intelligence (AI): AI is a branch of computer science. AI systems use hardware, algorithms, and data to create “intelligence” to do things like make decisions, discover patterns, and perform some sort of action. AI is a general term and there are more specific terms used in the field of AI. AI systems can be built in different ways, two of the primary ways are: (1) through the use of rules provided by a human (rule-based systems); or (2) with machine learning algorithms. Many newer AI systems use machine learning^[2]. This also includes Predictive Artificial Intelligence. AI uses algorithms and massive amounts of data to mimic human intelligence. Today, the most common AI programs that impact the education system are offered through online applications in the form of homework tutoring systems, automated scheduling services, chatbots, or even search engines.

Generative Artificial Intelligence (GenAI):  A type of machine learning that generates content, such as text, images, music, videos, and can create 3D models from 2D input.^[3]

Fabrication:/Hallucination: A phenomenon of large language models (LLMs) sometimes generating responses that are factually incorrect or incoherent.^[4]

Large Language Model (LLM): A large language model (LLM) is a type of AI that can process and produce natural language text. It learns from a massive amount of data gathered from sources like books, articles, webpages, and images to discover patterns and rules of language.^[5]

Machine Learning (ML) model: Machine learning (ML) models typically involve data, code, and model outputs, while AI systems have other sociotechnical components, such as user interfaces. An ML model is trained to recognize certain types of patterns and then uses an algorithm to make predictions about new data.^[6]

Natural Language Processing (NLP): NLP is the ability of a computer program to understand human language as it is spoken and written—it is a type of artificial intelligence.^[7]

Vision and Guidance

The Office of Educational Technology’s Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations cites four key foundations for the use of AI in K-12 Education: Centering People (including parents, educators, and students), Advancing Equity, Ensuring Safety, Ethics, and Effectiveness, and Promoting Transparency^[8]. These foundations are addressed throughout the CNUSD guidelines.

In alignment with the four key foundations, while also considering the CDE Guidance/National Educational Technology Plan (NETP), and in response to the strategic goals outlined in the CNUSD 2021-2026 Strategic Plan, this AI guidance aims to leverage artificial intelligence to enhance educational outcomes and address equity and access issues within the district:

Strategic Goal 1: Academic Excellence

Objective D: Technology

To enhance students’ academic experiences through educational technology, CNUSD educators may implement AI tools that support personalized and adaptive learning. AI may be integrated into curriculum design to address different learning needs and to assist in providing real-time feedback to students. This approach aligns with research suggesting that AI can help create personalized learning paths for students, thus addressing diverse educational needs across the district​​.

Strategic Goal 3: Equity

Objective L: Digital Divide

AI may assist in closing the digital divide by optimizing resource allocation and ensuring equitable access to technology. Machine learning algorithms can analyze usage data to identify gaps in technology access and recommend resource adjustments accordingly​​. California schools will also play a large role in outcomes California Digital Equity Plan (Goal 3) to increase access to “training and support necessary to enable digital inclusion for economic and other social benefits”^[9] Continuing to work in tandem with and supported by CNUSD Information Technology, Educational Services takes an active interest in expanding the understanding of the digital access divide to include those digital use and design divides outlined in the NETP.

Ethical Considerations and Privacy for Site Administrators

When implementing AI, site administrators and teachers must adhere to strict ethical standards and privacy laws to protect students and staff. This includes transparent data use policies and ongoing monitoring to ensure AI tools do not perpetuate biases or inequities​​. Ensuring a clear understanding of the nature of AI and its use of data, the implications, and the impact is of high interest in CNUSD and adhering its use in alignment with state and federal laws including, but not limited to:

FERPA - Family Educational Rights and Privacy Act: Protects the privacy of student education records & gives parents certain rights regarding student education records.

• AI systems must protect the privacy of student education records and comply with parental consent requirements. Data must remain within the direct control of the educational institution.

COPPA - Children’s Online Privacy Protection Act: Imposes requirements on websites and online services directed to children under 13 years of age, or that collect personal information from a child under 13.

• AI chatbots, personalized learning platforms, and other technologies collecting personal information and user data on children under 13 must require parental consent.

CIPA - Children’s Internet Protection Act: Requires schools and libraries that receive federal funds for Internet access or internal connections to adopt and enforce policies to protect minors from harmful content online and provide for educating minors about appropriate online behavior.

• Schools must ensure AI content filters align with CIPA protections against harmful content.

IDEA - Individuals with Disabilities Education Act: Ensures students with disabilities are provided with free appropriate education that is collaboratively supported by an IEP team, providing legally binding accommodations and modifications to meet student needs.

• The use of AI as an instructional tool must be reasonable, appropriate, and individualized based on unique needs for students with disabilities.
• AI may provide options for expanding learning experiences through unique accommodations or as a supplement to assistive technology.
• Addressing educational technology accessibility needs may take a variety of forms including physical, visual, auditory, cognitive, digital, and language accessibility as outlined in the NETP.^[10]

Section 504 - A federal law designed to protect the rights of individuals with mental and physical impairments in programs that receive federal financial assistance from the US Department of Education. This section of the Rehabilitation Act applies to both physical and digital environments.

• Schools must ensure that their digital content and technologies, like AI, are accessible to students with mental and physical impairments.

(CA) SOPIPA - Student Online Personal Information Act: SOPIPA makes sure edtech providers protect student data and use it for educational purposes and nothing else -- such as targeted ads or to sell. SOPIPA covers a broad range of K–12 online companies, including websites, services, and apps that may be used with or without a contract with the school or district.^[11]

• Many platforms are beginning to add AI features to their products and must work to update contracts with districts.

California Education Code section 49073.1 - Formerly CA - AB 1584: Maintains the need for Local Education Agencies to exercise ownership of the data shared with third parties in order to access resources those parties provide.

• This could include vendors providing AI tools and features.

Third-party risk: Data sent by CNUSD staff to third parties could be used in the third party’s use of GenAI tools. Uses include, but are not limited to, training new GenAI models, providing updated information for existing GenAI models, and improving the user experience. Sensitive information input into unapproved GenAI applications may appear as output for individuals outside of the district. GenAI usage must be in accordance with district policies, state, and federal law.  

To ensure support for teachers and students in the utilization of AI tools, the Information Technology and Educational Services division work in tandem to review terms of service, privacy policies, and accessibility of tools requested by CNUSD teachers. Training on tools and platforms will be made available in alignment with CNUSD site goals as outlined in the SIPSA. The following process is currently in place to support the mitigation of risk taken on by classroom teachers:

1. Staff request a Google App/Extension/Add-On request to the Google App Request Form
2. Edtech Team reviews terms of service/privacy policies for required compliance, utilizing CITE's NDPA website as a first pass.
3. Edtech Team consults curriculum/content subject matter experts regarding the request to ensure there isn't a preferred platform that is paid by the district as a duplicate service and that request aligns with District initiatives.
4. Edtech Team requests a signed Data Privacy Agreement from the vendor providing the service through CITE Data Privacy Services. Agreements are updated annually as they expire or as new features are added--including AI features.
5. Edtech Team vetting and approval denotes support from the team would be available and the app integrates into the District’s technology ecosystem.
6. IT is notified of the approval then enables the app/extension/add-on for the teachers and/or students and notifies Innovate of the updates.

Implementation Strategies

• Professional development for staff on ethical AI use and data protection.
• Ongoing communication of the process to support the request of safe and appropriate tools for stakeholder use.

Key Data Considerations for Site Administrators and Classroom Teachers/Staff

To maintain the security of CNUSD systems and avoid potential data leaks or security incidents:

• Be aware of using CNUSD credentials, email addresses, or telephone numbers as a login to publicly available GenAI applications.
• Be aware of installing non-approved Application Programming Interfaces (APIs), plug-ins, connectors, or software related to GenAI systems.
• Be aware of sensitive or confidential information in field of view of or when conversing with models that include reasoning across audio, vision, and text in real time (i.e. Chatgpt 4o)

To maintain the confidentiality of our district’s sensitive information as defined in the Board Policy 8000 series, be aware of sharing information with GenAI systems.  

To uphold transparency and safeguard CNUSD from potential copyright infringement or intellectual property theft, it is imperative that all GenAI generated content be properly cited and reviewed when utilized for educational or work-related endeavors. This practice ensures accountability, respects intellectual property rights, and promotes ethical conduct within the educational and professional settings.

AI Considerations for Classroom Implementation for Site Administrators and Classroom Teachers/Staff

AI may be used to support student centered learning, provide high-quality education to meet each student’s academic, social, and emotional needs, and prepare all students for post-secondary success.

The World Economic Forum, Future of Jobs Report 2023 cites AI and Machine Learning Specialists as the number one fastest growing job. While the need for AI specialists is rapidly growing, it is important to consider how AI might impact all aspects of the workforce in the coming years.

^[12]

CNUSD recognizes the need to prepare students for jobs that do not yet exist, by providing them opportunities to develop skills, such as media literacy and digital citizenship, and engage with real-world tools in order to develop the knowledge, motivation, and resilience to thrive in a diverse global community.

Data provided by the 2024 AI Index Report revealed that a majority of K–12 teachers in the United States are already utilizing ChatGPT, with usage increasing over the year: In March 2023, 51% of teachers reported having used ChatGPT at least once, and by July 2023, that figure had risen to 63%. Among the teachers who reported using ChatGPT, 30% employed it for lesson planning, another 30% for generating new creative class ideas, and 27% for enhancing their background knowledge.^[13]

CNUSD supports teacher use of AI in the role of an assistant, supporting the development of student-centered learning experiences and increasing efficiency in the classroom. AI may be a powerful tool to differentiate instruction, modify texts to fit lexile levels, create content to engage a student’s interest area, and develop personalized lessons to adapt to student needs.

The following suggestions generated by ChatGPT highlight just a few ideas to support teachers in developing and delivering lessons to promote student achievement and engagement^[14]:

1. Personalized Learning Paths: By using AI-driven adaptive learning systems, teachers can create personalized learning paths that adjust to the pace and level of each student. This ensures that all students, regardless of their starting level, are consistently challenged and supported, leading to better learning outcomes.
2. Interactive and Gamified Learning: AI can help design interactive and gamified learning experiences that make learning more engaging. These can include virtual simulations, educational games, and interactive quizzes that adapt based on the student's responses, making learning fun and interactive.
3. Automated Feedback: AI can provide immediate and personalized feedback to students on their assignments and tests, allowing teachers to focus on more complex student needs and instructional strategies.
4. Content Generation: AI can help create diverse learning materials tailored to the curriculum and each student’s learning pace and style, including summaries, quizzes, and interactive activities.
5. Enhanced Communication: AI-driven communication tools can facilitate better interaction between teachers and students. For example, natural language processing tools can help teachers communicate complex ideas in a way that is easier for students to understand or translate materials for ESL (English as a Second Language) students.

Although using AI to provide automated feedback can be a time-saving strategy, it is important to maintain practices that keep student learning at the center and include humans in the feedback loop. 

As experts in education, educators may review and approve any feedback that AI produces, with an understanding that AI may support with objective feedback based on standards--but it may also hallucinate or create biased feedback due to its data set training.

Elementary Educators

CNUSD elementary students are growing up in a time where Artificial Intelligence is readily available to them through products and virtual assistants like Amazon’s Alexa and Apple’s Siri. Some students may unknowingly already be experts in communicating with and utilizing AI on a daily basis. Students under the age of 13 might also have access to AI technology and social media even though usage policies prohibit children from using these tools, which puts them at risk of being exposed to the same risks as teenagers and adolescents. An example may be Google’s Gemini--students may experience Gemini’s features in external accounts, however, Google states that, at this time, use of Gemini is prohibited in EDU domains for students under the age of 18.

To support elementary educators in mitigating the risks associated with younger children using tools that have AI features, it is important that educators first “ask before they app” to ensure proper safety guardrails are in place for younger students and that tools are COPPA compliant. Support from the Information Technology Department and Educational Services is available by emailing innovate@cnusd.k12.ca.us. There are a number of tools that can help both teachers and younger students engage with AI-based technology and develop an understanding of how AI works in the context of education, examples include Google’s Quick Draw! or Instrument Playground.  Educators at this level may wish to model appropriate use and actively guide students in their exploration of AI tools, such as leveraging AI for research purposes. The Innovate Team will continue to vet possible AI resources to ensure student safety for younger students as they become available for responsible and appropriate use.

Middle and High School Educators

CNUSD strives to develop graduates who are critical thinkers who are willing to participate in a global community. As middle school students begin to engage with increasingly rigorous content, developing and fostering student curiosity and critical thinking skills is paramount. AI tools can support these skills by not only creating content of personal interest, but engaging students in thinking critically about the content that is generated. Students can analyze output generated by a large language model to discern what flaws the model or even the model’s argument may have. Students are also encouraged to think about ways they can ethically leverage AI tools within the parameters set by educators.

As high school students begin to transition into their post-secondary plans, CNUSD encourages students to explore real-world AI applications and think critically about AI’s presence in society, industry and policy. The World Economic Forum, Future of Jobs Report 2023 shows AI and Prompt-engineering skills are valued in workplaces across a variety of fields. Educators can support the building of these skills in their classrooms through the integration of district vetted tools, promoting digital citizenship and media literacy, and ensuring equitable opportunities for students to practice these skill sets in CNUSD classrooms.

All educators are invited to support Digital Citizenship, Media Literacy, and AI literacy with the lessons provided at the end of this resource.

Administrators

Site administrators are encouraged to adopt the following fundamental skill sets outlined in the CDE’s Learning with AI, Learning About AI Resource Kit:

• Engage in Safe Use by Reviewing AI Data Collection, User Privacy: The integration of AI into California's education system presents immense opportunities for innovation, increased accessibility, and personalized learning. However, it also underscores the critical need for educators and students to engage in safe AI use by rigorously reviewing data collection and user privacy practices. By adhering to ethical principles and staying vigilant in safeguarding personal information, California's educational community can harness the power of AI while preserving individual privacy and security.
• Leverage AI Capabilities, Critique Inaccuracies: It is important that educators and students learn to critique AI inaccuracies and support media literacy. AI systems may perpetuate biases or generate inaccurate results. AI systems may hallucinate information or provide incorrect citations. Educators can integrate lessons on AI ethics, bias detection, and fact-checking into the curriculum. As students are encouraged to question AI-generated information and engage in constructive discussions about AI's role in education, they build their skills in utilizing AI responsibly. Learning AI skills fosters digital literacy, a fundamental requirement for participating in an increasingly digital world.
• Consider Presence of Bias and Social Impacts of AI: Algorithmic bias in AI systems can perpetuate and amplify societal biases, leading to discriminatory outcomes, particularly affecting marginalized communities. Educators and educational leaders play a crucial role in raising awareness about algorithmic bias. By communicating its impacts, we equip students to recognize and address bias in AI systems and foster critical thinking and empathy. Educators are encouraged to integrate discussions about algorithmic bias into existing curriculum, emphasizing real-world examples of bias in AI applications. Students can be guided to explore the ethical implications and societal consequences of algorithmic bias.
• Build Understanding of How AI Systems Work: Building AI understanding for all students, regardless of zip code, race, gender, or socioeconomic status, can help to diversify the STEM pipeline by breaking down barriers and biases in tech fields. AI can be a powerful tool for solving complex problems. Students with knowledge of AI can harness this technology to address real-world challenges and innovate. Educators and students who build skills in understanding how AI systems work is essential for equipping them with the skills and knowledge needed to navigate the digital landscape responsibly, think critically, and thrive in a technology-driven future. It empowers them to become not just consumers, but active participants and ethical stewards of AI technology^[15].

AI and Academic Integrity

With universal access to LLM GenAI tools, such as Anthropic, ChatGPT, CoPilot, Gemini, etc. there has been a growing concern around students' reliance on AI to speak on their behalf, either through the prompting of essay responses without any authentic contribution by the student or other forms of plagiarism. Teachers have access to utilize AI detection tools, such as Turnitin, to determine what percentage of a student’s writing may have been generated by AI.

It is important to note that AI detectors have been shown to return false positives — asserting in some cases that text is AI-generated even when the student did all the work themselves without any AI assistance. It has also come to light that the use of AI support tools, such as Grammarly, may also inaccurately flag AI detectors. These false positives seem to happen more frequently with students who do not speak English as their first language^[16]. Generating proctored work samples that directly address the purpose of an assessment  throughout the school year and collaborating cross-curricularly may also support identifying authentic student growth and achievement over time.

Educators are encouraged to work with their site administration to update their syllabi to reflect AI use, however, strategies to help students feel more engaged and valued are likely to be more effective than taking a hard line on AI, especially since we know AI is here to stay and can actually be a great tool to promote deeper engagement with learning.^[17] Utilizing equitable strategies that build and promote trust in the classroom is a cornerstone for CNUSD staff and students. Setting clear expectations about the level of use of AI tools and supporting students with the transparent use of AI and its citation may be of benefit for all stakeholders.

TeachAI's AI Guidance for Schools Toolkit suggests the following guidelines for citations:

Any AI-generated content used in assignments must be appropriately cited; its use must be disclosed and explained. As part of the disclosure, students may choose to cite their use of an AI system using one of the following resources^[18]:  

• MLA Style - Generative AI
• APA Style - ChatGPT
• Chicago Style - Generative AI

The North Carolina Department of Education has drafted a sample rubric based on the work of Cornell University researchers' AI Assessment Scale to support Student AI Integration “Zero to Infinity”. Additional rubric context and core content areas including essays, videos, and graphic design can be found in the following supplementary items: Navigating the Generative AI era: Introducing the AI assessment scale for ethical GenAI assessment (Supplementary Material). These scales support both teachers and students in their understanding of AI empowered learning and clearly defines expectations of AI use and can be utilized as a sample to build upon for the unique needs of a site.

Support for Classroom Implementation

Many CNUSD students are minors, parents must also be invited into the conversation and allowed to opt their student out of assignments that may utilize AI. Not all educators will implement AI in the classrooms, for those who choose to do so--it is important for educators to provide informed consent about the intent to use AI in the classroom. This can be done as a part of a class syllabus or in a letter home to families. Educators are encouraged to work with their Administration, Information Technology Department, and/or Educational Services to streamline this process for their school site when appropriate. Additionally, using any tool that has not been district vetted may place liability on educators. Teachers can request apps and tools using the process outlined in previous sections.

It is strongly recommended that teachers adopt a classroom policy on the use of or limitations on the use of AI in their classrooms. This policy must be communicated with parents and it may be done so in a variety of ways such as including it in the course syllabus. Teachers opting to use AI in the classroom may provide informed consent in their syllabi, utilizing language that includes the following:

• Intent to use an AI tool in name where applicable (i.e. ChatGPT, Copilot, Adobe Firefly, etc.).
• Option to opt their student out of the use of AI tools, with an alternate assignment.

It is strongly recommended that educators provide some basic skills training for students such as Google’s Applied Digital Skills: Discover AI in Daily Life, Common Sense Media’s AI Literacy Lessons, or build AI understanding into their every-day routine though aiEDU’s 5 minute bell ringers, print-and-go projects, or full 10-week teacher-led project-based learning course (Grades 9-12).

Prompting Frameworks

There are many frameworks for creating effective prompts for generative AI programs. Most suggest a minimum of providing the tool with a role, providing context, and providing guidelines for the type of output the user would like it to produce (an image, a document, a spreadsheet, etc.).

The Microsoft Education AI Toolkit suggests the following guidelines for creating clear and effective prompts^[19]:

*When providing background knowledge be sure to exclude any personally identifiable information (PII). FERPA defines PII to include direct identifiers (i.e. Student/Family Member Name, ID Number, etc.) and indirect identifiers (DOB, place of birth, mother’s maiden name, etc.). California Department of Education extends this best practice to include: first and last name, contact information (eg. phone number, address, email) ID number (eg. student ID number, social security number) birthday, gender, race, academic records, special education, health data, etc.

Other prompting frameworks are available from educational experts, including Dr. Sabba Quidwai’s SPARK framework, CUE’s Partnership with CDE’s AI Everywhere All at Once, or other reputable institutions such as Harvard University Information Technology Department.

No matter the framework utilized, it is important to remember that AI acts as an assistant and information provided by AI may not always be factually accurate. Review your responses for accuracy, grammar, and intended style including verifying that generated material is relevant and appropriate. Consider and examine any bias that AI may have generated in the response and take steps to correct it prior to a final draft to be shared with CNUSD stakeholders. For additional training, support, and guidance for prompting, reach out to innovate@cnusd.k12.ca.us. 

In closing, the use and implementation of AI in CNUSD strives to support equitable, student-centered learning practices, and encourages students to build real-world skills under the guidance of highly qualified educators.

Free Resources to Support AI in the Classroom

• Classroom Toolkits

• TeachAI Sample Student Agreement on the Use of AI
• TeachAI Sample Letter to Parents and Guardians on the Use of AI
• Microsoft Unlock Generative AI Safely and Responsibly--Classroom Toolkit (Available in English, Chinese, & Korean)
• Microsoft Classroom Agreement on Using Generative AI Tools

• CDE AI Resource Kit
• Common Sense Media: 10 Classroom Tools the Use AI
• Common Sense Media: AI Literacy Lesson Plans for Grades 6-12
• WA Office of Superintendent Instruction: Sample Classroom-level Matrix
• WA Office of Superintendent Instruction: 5 Step Scaffolding Scale for Students
• The AI Assessment Scale (AIAS)
• Code.org AI Curriculum
• aiEDU.org

• AI Toolkits

• ISTE AI in Education

• Hands on AI Projects for the Classroom [ELEMENTARY]
• Hands on AI Projects for the Classroom [SECONDARY]
• Hands on AI Projects for the Classroom [ELECTIVES]
• Hands on AI Projects for the Classroom [A Guide on Ethics and AI]

• CDE Media Literacy Resources

Free Resources to Support Continuous Learning for Educators

• CNUSD Innovation, Learning, & Edtech Team: AI Explorations

• Speak with Site Administration for scheduling

• CNUSD Passport: AI

• Earn Rewards Points for use in your classroom

• Microsoft PD: AI for Educators
• Google PD: Generative AI for Educators
• Podcasts

• The Harvard Edcast: Get on Board with AI
• Edsurge Podcast

Additional Resources Referenced 

• California Department of Education – Learning with AI 
• California School Board Association – Exploring AI as an educational tool 
• California State – Generative Artificial Intelligence Report 
• US Government Accountability Office – Artificial Intelligence 
• US Department of Education – Artificial Intelligence and the Future of Teaching and Learning
• CNUSD Board Policies 
• Common Sense Education – AI Literacy Lessons for Grades 6-12
• North Carolina Generative AI Implementation Recommendations and Considerations for PK-13 Public Schools, North Carolina Department of Public Instruction
• Human Centered AI Guidance for K-12 Public Schools v2, Washington Office of Superintendent of Public Instruction

This document is consistent with the Parent-Student Handbook, Employee Handbook, other district policies, state and federal law.

This document was developed in collaboration and with feedback from the following partners:

• CNUSD Board of Education, CNUSD Information Technology Team, CNUSD Innovate Team, Corona Norco Teacher Association (CNTA), Ken Shelton (Consultant), Joe Fuertsch (Principal, Academy of Innovation), DJ Johnson (Assistant Principal, Centennial High School), and Dr. Ronda MacDonald (Principal, Eastvale Elementary School).