Ai Guidebook Chicago Public Schools Ai Advisory Boards

Bonisiwe Shabane
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ai guidebook chicago public schools ai advisory boards

Generative AI offers unprecedented opportunities to enhance classroom interaction, personalize learning experiences, and foster an innovative learning environment for our students. We are excited to share our guidebook for the responsible adoption of generative artificial intelligence (GenAI) across our District. The AI Guidebook outlines our initial approach to GenAI integration, including guidelines for ethical use and pedagogical strategies. This guidebook will be regularly reviewed and revised to reflect stakeholder input, best practices, and advances in GenAI technology. CPS is committed to integrating these tools ethically and responsibly, ensuring that they align with our educational goals and standards while upholding the safety and privacy of our community. CPS will also support faculty and staff with professional development opportunities to support its implementation.

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. Our goal is for CPS staff to remain at the forefront of emerging GenAI technologies and their applications in education. To this end, opportunities for continual professional learning will be provided to staff starting in 2024. CPS is shaping the future of education through the thoughtful and responsible integration of AI across the District. Grounded in equity, ethics, and innovation, our approach ensures AI supports student success, empowers educators, and enhances school operations.

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.

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: Chicago Public Schools (CPS) has announced the release of its groundbreaking AI Guidebook, developed in partnership between the Office of Teaching and Learning, the Department of Information and Technology Services (ITS) and AI for... — Read on www.aiforeducation.io/blog/chicago-public-schools-ai-guidance 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... 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. A"�.����(����_~��.�-�r�r��8�!_�z��?[؟\�~�%NVC%>��y"+ 1�@��t��3!��j��I����W`�`��_���7�E�T���)��C��j��_@�%�����c]>��zɂ] ���R��J����F����b� �)�mt� cF��>�E���A��ገyE@��� �a^eЇ���|i�f�����F�-�cO�M�L�"�GJ��zw5 ���|g-�[s�~TI�����'�Υ7��o\���r��z��D��~�ҹ��k�F+7η{*= -i��4gPtږH���sq֔�^$}rݸ�>�� B��k']A�O�Xt����L����"剤$��ۨpb*�2�G�9��S�%�4���!�B[{1� ~ nf�[37��õ��H"�n�"�H�{�I�W4UB�!7�>u��P�i�i�����P���0t���(}!+�2�,~1|h��j'�آ=��))����5�����̢M��3U���>����}X�݀���aOذ�$�p 5�S��R3ɾٌ~g�֫�����Q뗎�R��@�q��R��2����/��խ��zT^F�|j4����L��1�^?&V�L5��+3%�U�y1�ИNp�:���BQuU\�D�=vN���(����9恔������]7���w�D�P������c��"�/�\G~�j2y��%���&��jkD�� &y]{���m��E]�1�8=6�6� �7ڛj��/.�Q�o�N� ������J�V=��O�C���w`�9l��pCD�0��!�3�̘ʼ'vY��7��i�E�/I��=)�eZ�jS�gbK�P��T ;q�U����IF Ѩ�c�n�������SB��aF;�;]C��R��S�h��K���6{0�V@ ��K q�ڤ:�Uo��PD�9�:�\IΎVC���<ݼ���[((����$� 8�8����:**b����uꐅ:T�j�GŘL�G�j�CO6�NAJe��V@",�kn���5̈JF�6p�P�א���%�-��'c������Y�u�J�i�=ļ�'�h'B�"�h/U;��653Z��TȒ�&�u�GCyȲ�����N��\v���ދNW�M��J K?�;�O���o.Mߚ ��-ۡ�uV � �ͦ�T&M �A��z=�������_�8 ���*�` @��s�Dϝס�i��I�Z,�����XY�%�b��csؤ!�j��~�SY�7Yq$�d�n��&w�&jD�2nY��ƚnf��_8��j�f����5�v����j=���Cϐ.?����lNI�n\*�!Y)� B�sZt"�V���ɳt����H�l��|���zxz�j�0��\:�_ i�@�5� �a-X�~�j&�C�˝�b-��He��㋔D)��5��m��1b�8�K�ю�����15&�`!��P�Tnș�����J���@jн�`�8�TE��3�`�ۘ�ֽ;�y)hE�Z��%+}Q�7�m�r��I�3�rz"�����U�ڌ �D`v�BI�:hgm��]��L�f�)��E�^����H�Y=v��R1yPJGJـO���A�FpnJ{x��?̍��j2��f�aU�t�Xa�Y�R3�<�g�.)�G�gف�Z͝+ �[aBC�@�T�䘓k(�HjK��{��A�@�g�7A0�c�=I�� 4�)�%J;Gg�?`5�L+D7()�Ͷ��Y�o�,��o�N�.�-Nމ>Ǭ3�zVRc�a�7�K)mp�}&� ��둴��(��X����"Ua�ƒ�Y�Y��k... 3L�o��o��+�U^Yχ3�r� r�m�' ��A���2(?����b,�je �r�(���M�W�TN��;5'a|yeA���J��Q�u,U�T��ԧ/���J�J4��q27nTY�yj-�eGk�*IY߽���ǨҘ^ E��X#[՘���P� �Zh��јe�Z#y�Z����T&*�t��77�8c��ez�J,��Z��w�������;�q�X�������� �0�:S_Lj�2�6Y¿}���W�YZ�}Fm޶5�[j����"�-�e櫭s���c�d�Z�Pl�ε�Th�,V*� l���K�Rզ�u��4JY{x�����B? ,݋�%3Ş��_��UUiw l���푔���j�E��ݶx��9��[+��e}G�7B��^�}�'�,�}4�iG ��~ͱm�������_% ����W�ZV�P�Wsz��,��dI�����7��`Y��������_����2�� �^��[2���<�Vl�H��6�a���ElC=َQz������/�#;�3��+^�u솗M7c����(}p�=ً��>z8%0�IHd2���2^��ū��T=d��4P�x#�C�ơ�w����L��Փ*8 9�����bf��2�9�\�� ��@/o�<���������I��A��c�ȩ�� `0gp&g�&��Ü͛�J����5���a!���\�����4 �|�q*j �,�.Vp+�E:�p��z4�r1�p)k���r9����+yoG��<�ɯ��ت��˺�ʹ��1�w�8�lTp ע��x7��^n�Xč��������z�������-��#4���*?yU�&O^�G�=T�Q~�?��#���'���| y|�Op��QE��|�?���4�����������N��r>�e�5��r7��w�=�����ϣO鄞��ʽ|��0�/�=\�K܏5|�� _�ԓv��C� ��0V�5��7�'��?�/|����o+F��;|�Gy 7�j?������>����'�.��؃��0O�C��G<Ï� ?�?x���O��g������y�u��� 0�&��jZ��&̄��ʴ6���ikڙ(��t0M'��t1]�u���6ncbMwgz�����m�M�`M�I6)���gRM3� 4_�]��mUW��;�scc){��=��d1B޴����IY���R��8;�B�-��.f�N6-�eu���tB[�{<�}ϖ����;Wg|���w�B}��P��q��H,� .<�Џ b!a1�� �h��X��Ʊ�qX��8'�D��j�Ak��(�X��P�zl@ �(���8 UL��:6a�1�-8��T���q��Vl�Y8�98�y8�B\���!|��R\��q>�+q��5����q|��u�7�F܄��)܂[q>����>�/�v܁;q��=������x��� �#x��q|_��� |�·�|�����?��O�I<��� ��sx/�E� ?�/�K� ��K� ~��������� ��?�/x��u������¿��7ܻ� �����j���K���Q���� �NѤK�(s�[ݯ^U��ץGv�^�Y�̕]dW�'oR���ju��-\�����#�����ԑ���.{Ȟ���-�Ⱦju��C� w��p1\�֨�j�zT=��Tw���=�u�zP=����&�_P�����|�:O]��Ɂ�f�Z�$���ay�,o������K�.�wʻ���ny��B�+�C������b�)��$-}� З�+����u�:H�.W��K������v��V�����*u��R�����/G���W<�%�~�AY��E�X��%2$G�1�T��r�ceD���R���DY%�e�de��dT�N...

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)�w�a��*i��w>߂�6y��s�2�Í�TA���p�C�*���d �Je��Ѡ@�p��\�y�j��խ)�}�"�ɯ... With the rapid advancement of generative artificial intelligence, teachers and school leaders are looking for answers to complicated questions about successfully integrating technology into lessons, while also ensuring students actually learn what they’re trying...

Justin Reich, an associate professor in MIT’s Comparative Media Studies/Writing program, hopes a new guidebook published by the MIT Teaching Systems Lab can support K-12 educators as they determine what AI policies or guidelines... “Throughout my career, I’ve tried to be a person who researches education and technology and translates findings for people who work in the field,” says Reich. “When tricky things come along I try to jump in and be helpful.” “A Guide to AI in Schools: Perspectives for the Perplexed,” published this fall, was developed with the support of an expert advisory panel and other researchers. The project includes input from more than 100 students and teachers from around the United States, sharing their experiences teaching and learning with new generative AI tools. “We’re trying to advocate for an ethos of humility as we examine AI in schools,” Reich says.

“We’re sharing some examples from educators about how they’re using AI in interesting ways, some of which might prove sturdy and some of which might prove faulty. And we won’t know which is which for a long time.”

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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. Our goal is for CPS staff to remain at the forefront of emerging GenAI technologies and their applications in education. To thi...

The Chicago Public Schools (CPS) AI Guidebook Outlines How To

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 transpar...

Want To Partner With AI For Education To Create AI

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 ...

Mary Beck, The Deputy Chief Of Teaching And Learning Of

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: Chicago Public Schools (CPS) has announced the release of its groundbreaking AI Guidebook, developed in partnership between the Office of Teaching and Learnin...