University of Kwazulu-Natal

Ai For Information And Technology Services Chicago Public Schools

Bonisiwe Shabane
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ai for information and technology services chicago public schools

Our guidance governs the use of generative artificial intelligence (GenAI), software, and models by employees, students, contractors, volunteers, and third-party vendors. It ensures that all interactions with AI technologies are conducted in accordance with CPS standards. When using GenAI tools, it is crucial to understand that any information provided— whether through prompts entered by the user or AI-generated responses—could potentially be used by companies to train their models. This includes personal details of students, families, employees, and any proprietary or confidential information belonging to CPS. Assume that all information shared with a GenAI application will be used to train the model and could become accessible in the public domain. To safeguard privacy and maintain confidentiality, you should:

GenAI tools generate outputs based on their training from large and diverse data sets, which may include publicly available information. These outputs, while innovative, can contain fictitious elements (“hallucinations”) and may inadvertently include copyrighted or proprietary content. AI models reflect the biases present in their training data, which can lead to outputs that unintentionally perpetuate stereotypes or discrimination. This is contrary to CPS’ commitment to diversity, equity, and inclusion. Want to partner with AI for Education to create AI guidance at your school or district? LEARN HOW

Last week, Chicago Public Schools (CPS) announced the release of the first version of its AI Guidebook, developed in partnership between the Office of Teaching and Learning, the Department of Information and Technology Services... As educators and students adopt AI, developing policies and guidelines is crucial to realizing AI’s benefits while mitigating risks. While such a policy is always an ongoing work-in-progress, CPS has made a significant commitment to developing actionable and tactical GenAI guidance for their 634 schools serving more than 300,000 students. We are privileged to have partnered with the district on this important work and to be able to share it with education leaders. Mary Beck, the Deputy Chief of Teaching and Learning of CPS, says, "the goal of our AI guide is to further enhance the daily student learning experience by empowering teachers with ways to increase... Key highlights of the guidebook include:

Project Evident is pleased to share the third case in our Equitable AI Adoption series: “How to Foster a Culture of Learning and Manage Change: AI Integration at Chicago Public Schools.” This case focuses on how Chicago Public Schools is building trust and capacity across 634 schools and 45,000 staff, and what it takes to make change management a central part of AI implementation. As the third-largest district in the country, CPS is a powerful example of what’s possible when large systems embrace AI with people at the center. In this case study, you’ll learn: A webinar featuring Chicago Public Schools with Manager of Enterprise Generative AI, Lorne Rodriguez , is scheduled for Tuesday, December 9, from 11:30 am-12:30 pm ET. Register here.

Project Evident’s Equitable AI Adoption series is supported by the Gates Foundation and designed to equip social sector leaders with tools, insights, and a peer learning community to responsibly and effectively adopt AI to... Project Evident is pleased to share the third case in our Equitable AI Adoption series. This case focuses on how Chicago Public Schools (CPS) is building trust and capacity across 634 schools and 45,000 staff, and what it takes to make change management a central part of AI implementation. As the third-largest district in the country, CPS is a powerful example of what’s possible when large systems embrace AI with people at the center. Project Evident’s Equitable AI Adoption series is supported by the Gates Foundation and designed to equip social sector leaders with tools, insights, and a peer learning community to responsibly and effectively adopt AI to... In this fireside chat, Peter Leonard, the Executive Director of Student Assessment and MTSS at Chicago Public Schools and Ila Deshmukh Towery, a partner at Education First, explore how school districts can navigate decisionmaking...

They share lessons learned from Education First’s collaboration with the Chicago Public Schools Teaching & Learning team on an exploration rubric for AI decisionmaking, a project completed in March 2024. This conversation offers insights into how school districts can responsibly leverage AI to support teachers and students. The transcript for this fireside chat, originally conducted at CCSSO’s fall collaborative in New Orleans, LA on September 24, 2024, has been edited for clarity and length. Ila: So, Peter, tell us a little bit about the project we worked on together, and what led you to want to develop a rubric for AI decisionmaking. Peter: Thanks for the question, Ila. The project originated from a sprint grant put out by the Gates Foundation.

The timeline was tight—just around six months. We initially aimed to support the Skyline Curriculum, an initiative to ensure a high-quality, culturally responsive curriculum in every classroom. We wanted to explore how generative AI could support this effort. However, it quickly became apparent that the solution space was too broad to fully evaluate the feasibility of one or two specific use cases in that timeframe. The project evolved in collaboration with the Education First team to develop the AI Exploration Rubric. And, not just a rubric but a tool and an approach that can help our system determine when AI is appropriate to use.

It includes answering key questions: Should we use AI for this purpose? Could we, from an operational, fiscal and ethical perspective? And then we actually would think about the how. We wanted to go from testing 1-2 use cases to developing an approach, a tool and a process for the organization. Chicago schools in 2025 use AI to personalize instruction and cut teacher workload across 634 CPS schools serving 300,000+ students. Training rose from 23% (Fall 2023) to 48% (Fall 2024), projected ~74% by Fall 2025; equity gaps persist (67% vs 39% training).

AI matters for Chicago K–12 and higher education in 2025 because districts can boost personalization and cut teacher workload while facing urgent policy and equity choices: Chicago Public Schools' new CPS AI Guidebook -... University of Illinois analysis underscores the urgency: Tyton Partners (2023) found 27% of students were regular generative‑AI users versus just 9% of instructors, so educator training and clear policy will determine whether AI widens... Chicago residents: jumpstart your AI journey and workplace relevance with Nucamp's bootcamp. In 2025 AI serves as an instructional co‑pilot: adaptive systems tailor learning paths in real time, generative models draft lessons and differentiated practice, and analytics surface students who need early intervention - tools that... The Chicago Public Schools (CPS) AI Guidebook outlines how to responsibly integrate Generative AI (GenAI) in the classroom and beyond. Here are the main takeaways:

📚 Responsible adoption: CPS is focused on ethical and pedagogical use of GenAI to enhance learning while maintaining safety and privacy standards. 🎓 Student guidance: Students are encouraged to use approved AI tools, ensuring transparency by citing AI-generated content in their assignments while avoiding misuse. 🛡️ Privacy and security: Teachers and staff are advised never to input confidential data into AI tools, as these could be used for further training by AI providers. 👩‍🏫 Educator support: CPS will offer professional development and resources to help educators responsibly integrate AI into their teaching.

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