You’re on a committee tasked with generating a AI draft use policy for Leafville Ohio High School.  Work together with your group to come up with the a policy document and stakeholder listening and education plan. Consider ethical principles such a privacy, bias, and our Leafville’s general obligation to give students and future-focused education. Also, do not neglect to consider FERPA as it is very relevant to this case. Be realistic, considering that AI checkers are not 100% accurate and there may be substantive opposition on both sides of the issue, and that there may not be many local AI experts. Using AI to help draft this policy is fine, but the goal is to stimulate a discussion amongst the group about controversies and stakeholder buy in.

I. Introduction

• Purpose of the Policy: Explains why the policy is needed, focusing on the benefits and challenges of using generative AI in education. 

• The purpose of this policy is to provide guidelines and regulations regarding the use of generative AI technologies within Leafville Ohio High School. This aims to outline the advantages and disadvantages that come with including AI in education, emphasizing the need for responsible usage to enhance learning outcomes. 

• Scope: Clarifies who is affected by the policy (e.g., students, teachers, administrative staff) and in what contexts it applies (classroom use, homework, research projects).

• This policy applies to all students, teachers, and staff within Leafville Ohio High School. It governs the use of generative AI in various educational contexts, including classroom activities, homework assignments, research projects, and more. 

II. Definitions

• Generative AI: Provides a clear definition of generative AI technologies covered by the policy.

• Generative AI or generative artificial intelligence refers to technologies that are capable of generating original content. 

• Key Terms: Defines other important terms used within the policy for clarity (e.g., academic integrity, bias).

• Academic integrity: The adherence to ethical principles of honesty, fairness, and responsibility in academic pursuits, including the use of Generative AI. 

• Bias: systematic errors or prejudices in AI-Generated content that may result in unfair advantages or disadvantages to certain individuals or groups. 

• FERPA (Family Educational Rights and Privacy Act): A federal law that protects the privacy of student education records and gives certain rights concerning their children’s educational records. 

III. Ethical Principles

• Integrity and Honesty: Guidelines on maintaining academic honesty with AI-generated content.

• Students are expected to maintain academic honesty when utilizing ai generated content, citing sources and acknowledging ai in their work. 

• Teachers are responsible for educating students on the importance of academic integrity and providing guidance on how to ethically incorporate ai tools into their learning. 

• Equity and Accessibility: Ensures equitable access to AI tools and addresses potential biases in AI-generated content.

• Leafville Ohio High School is committed to ensuring equitable access to ai tools for all students, regardless of their background or ability.

• Efforts will be made to identify and mitigate any biases present in ai generated content, promoting fair opportunities for all learners. 

• Privacy and Security: Outlines how students’ and educators’ data will be protected when using AI tools.

• Students and educators will be protected under FERPA regulations when using AI tools. 

• Data collected through AI will be used solely for educational purposes and will not be shared with outside parties with consent. 

IV. Guidelines for Use

• Educational Use Cases: Describes approved ways in which generative AI can be used to support learning objectives.

• To create personalized learning materials such as study guides, custom quizzes, or interactive learning. 

• Language learning and translation by providing exercises and instant feedback.

• Writing to provide prompts, story-starters, or exercises OR revise writing for clarity, accuracy, and formality. 

• As a virtual teaching assistant or tutor by providing explanations. 

• Assist in analyzing datasets, identifying patterns, making predictions. 

• To generate visual artwork or music that avoids plagiarism, respects property rights, is age appropriate, culturally sensitive and does not influence profanity, nudity, or discrimination. 

• To make educational resources more available by providing descriptions, captions, key words, or possible sources. 

• Prohibited Uses: Specifies situations or purposes for which generative AI may not be used (e.g., completing assignments on behalf of students).

• Any use that perpetuates biases, discrimination, or inequality. 

• To generate or plagiarize content for academic assignments, such as essays, reports, and presentations. Including using AI information without citing a source. 

• To impersonate others or engage in fraudulent activity. 

• To engage in harassment, bullying, or hazing. 

• Using AI to manipulate learning analytics or performance metrics. 

• To create harmful content such as hate speech, explicit material, or material that promotes violence or discrimination. 

• To conduct research that poses risks to others or themself without proper supervision, ethical review, and informed consent. 

• In any way that violates the terms of service of our educational institution. 

• To collect, share, or store personal data of others without consent or in violation of privacy laws. 

• Collaboration and Sharing: Guidelines on how students and teachers can share AI-generated work within and outside the school environment.

• AI generated work should primarily be shared for educational purposes inside the school environment, such as classroom presentations, collaborative projects, or discussions which must mention that AI was used. 

• Clearly disclose when AI tools were used to generate or assist in creating work within presentations, paper citations, etc. 

• Obtain permission to use copyrighted data material, give credit to original authors, and avoid plagiarism. 

• Before sharing AI-generated work that includes personal data or images of others, students should obtain appropriate permission and consent from those involved.

• Students should seek feedback and collaborate with teachers and peers when sharing AI-generated work.

• Ensure content is appropriate for the intended audience and aligns with relevant community standards. 

• Obtain permission or appropriate licensing to share AI-generated or assisted work publicly, and respect terms of use and licensing agreement associated with AI and platforms used. 

• Avoid sharing AI-generated work that could cause harm, promote misinformation, or violate ethical or legal standards. 

• Give proper credit and attribution to AI tools or algorithms. 

V. Responsibilities

• Students: Outlines expectations for responsible use of generative AI, including citing sources and distinguishing between AI-assisted and original work.

• When using generative AI tools or algorithms to assist in creating work, students should cite the specific AI tools or algorithms used. This includes providing information about the name of the tool, the developer or organization behind it, and any relevant publication or documentation.

• Students should acknowledge any human input or guidance involved in the creative process, particularly when using AI as a tool.

• Students should clearly distinguish between AI-assisted work and original work in their submissions. This can be done through explicit statements, annotations, or metadata indicating the extent of AI involvement

• Students should provide context and explanation when presenting AI-generated work, especially to audiences who may not be familiar with AI technology.

• Students should maintain transparent documentation of their creative process, including details about the use of AI tools, parameters or settings applied, and iterations or refinements made. 

• Students should verify and validate the outputs of generative AI tools to ensure accuracy, reliability, and relevance to the intended purpose. This may involve cross-referencing with other sources, conducting peer review, or consulting with experts in the field.

• Students should consider the ethical implications of using generative AI in their work, including issues related to privacy, fairness, transparency, and accountability. They should strive to use AI technology in ways that promote social good, respect human rights, and align with ethical principles.

• Teachers and Staff: Describes the role of educators in guiding, monitoring, and evaluating the use of generative AI in educational activities.

• Educators should provide guidance and support to students in understanding the capabilities and limitations of generative AI tools. This includes offering instruction on how to use AI responsibly, promoting critical thinking skills, and encouraging ethical decision-making in AI-assisted tasks.

• Teachers should establish clear expectations for the use of generative AI in educational activities, including guidelines for citing sources, distinguishing between AI-assisted and original work, and adhering to ethical principles. These expectations should be communicated to students and consistently reinforced throughout the learning process.

• Teachers should ensure that students use generative AI tools ethically and responsibly, adhering to principles of academic integrity, fairness, and respect for intellectual property rights. 

• Teachers should serve as role models for ethical behavior in the use of generative AI, demonstrating transparency, integrity, and professionalism in their own practices.

• Teachers should evaluate the impact and effectiveness of using generative AI in educational activities, assessing both student learning outcomes and the ethical implications of AI technology integration. 

• Administration: Defines the responsibilities of school administrators in providing support, resources, and training for the effective and ethical use of AI.

• Administrators should lead the development of policies and guidelines governing the use of AI in educational settings. These policies should outline expectations, procedures, and safeguards related to ethical use, data privacy, security, and academic integrity.

• Administrators should allocate resources, including funding, technology infrastructure, and personnel, to support the integration of AI into educational activities. 

• Administrators should prioritize professional development initiatives to ensure that educators have the knowledge, skills, and confidence to effectively integrate AI into their teaching practices. 

• Administrators should provide technical support and assistance to educators and staff members in using AI tools and platforms effectively.

• Administrators should establish policies and procedures for responsible data governance in relation to AI technology use. This includes ensuring compliance with data protection regulations, implementing data security measures, and promoting transparency and accountability in data collection, storage, and sharing practices.

• Administrators should develop mechanisms for evaluating the impact and effectiveness of AI technology integration in educational activities.

• Administrators should foster a culture of continuous improvement in AI technology integration by soliciting feedback, monitoring trends, and adapting strategies based on evolving needs and opportunities. 

VI. Monitoring and Compliance

• Monitoring Use: Details how the use of generative AI will be monitored to ensure compliance with the policy.

-Algorithmic monitoring (Use AI to detect AI and monitor it)

-Teacher’s instructed to report and document misuse 

• Handling Violations: Describes the procedures for addressing breaches of the policy, including potential consequences.

-Implement a strike system, students with multiple infractions will have worse consequences

-First or second infractions will be subject to meetings that reexplain the policy and evaluate possible next steps

-Serious or multiple infractions that violate the policy may be subject to detentions, suspensions, and even expulsion 

VII. Support and Resources

• Training and Education: Outlines the provision of training for students and staff on the ethical use of generative AI and the interpretation of AI-generated content. Leafville’s school is not large or rich. Consider the realistic resources of a rural school.

-Host student AI training sessions with class-size groups of students so that feedback can be given easily

-Implement training sessions into faculty meetings 

• Technical Support: Information on where and how to get technical help with AI tools.

-Link to technical support within school website

-Make sure those responsible for technology employed at the school are knowledgeable on the AI tools according to policy

-Possibility for AI help chat bot

VIII. Review and Update

• Policy Review Schedule: Establishes a schedule for regularly reviewing and updating the policy to adapt to new developments in AI technology and education practices.

-Policy will be reviewed and updated each school year and revisit new AI technology developments

-Feedback will be taken into account and implemented when policy is updated

• Feedback Mechanism: Describes how students, teachers, and parents can provide feedback on the policy.

-Establish a feedback platform on school’s website where anyone can leave feedback 

-Establish topic at faculty meetings

-Host informational sessions for parents with discussion, possibly implement the topic into student-parent meetings