“ Our approach to AI is intentionally cautious,” said Dr. Ken Crowley, Assistant to the Superintendent for Curriculum and Instruction for grades 7 – 12.“ Strong foundational skills must come first. AI should enhance learning, not replace instruction or critical thinking.”

This philosophy is reflected in how AI is introduced at different grade levels. In kindergarten through fourth grade, AI is not used in classrooms at all. Any mention of AI at these levels appears only in student handbooks, addressing expectations for at-home use rather than classroom instruction.

In grades 5 and 6, students are introduced to AI concepts through UB Tech robotics, as part of their STEM course, allowing for early exposure without dependency. In middle school, a three-week AI module within their Creative Design course introduces students to AI basics, bias awareness and safe use through platforms designed to protect student data.

Once students advance to the high school level, the District is planning to introduce an“ AI Foundations I” elective beginning next year, with the potential for an advanced follow-up course in the future. This sequence aligns with the District’ s established computer science pathway and emphasizes the importance of gradual, purposeful learning.

Across grades 7 – 12, AI instruction becomes more intentional, emphasizing effective prompt design while

continuing to reinforce data privacy and the ability to recognize AI bias.

A central part of the District’ s AI strategy is supporting teachers. All teachers in grades 7 – 12 participated in a full-day professional development session on AI literacy and ethical applications, with additional focus on effective prompting, identifying and using high-quality AI programs, understanding bias and integrating AI into classroom activities.

As AI becomes more prevalent, maintaining academic integrity remains a priority. The District uses tools such as Turnitin to detect plagiarism and potential AI-generated content, along with Wisdom EDU, which establishes student writing baselines through inclass samples. These tools help teachers identify writing that does not align with a student’ s typical style or growth. To learn each student ' s voice, teachers are also encouraged to assign more in-class and handwritten work.

Feedback from teachers, students and parents has reinforced the value

of this cautious approach. To set clear guidelines, the District has introduced AI-specific handbook language and plans to roll out a red-yellow-green framework that clearly defines when AI use is prohibited, conditionally allowed or fully permitted. With these guidelines, teachers have expressed that they feel supported rather than pressured to adopt the new technology, while families have appreciated the clearer rules and focus on foundational learning.

Canon-McMillan’ s approach reflects that while AI can be a powerful tool, it cannot replace the human elements of education, as teachers are essential to building critical thinking, deep understanding and providing a meaningful learning experience.

The District anticipates a gradual increase in AI use over the next few years, informed by ongoing research, while emphasizing how students can use it responsibly.

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