Generative AI Guidelines & Curriculum

Mission

Why we do this

We are committed to empowering students, educators, and staff to understand and use generative artificial intelligence in a responsible, ethical, and innovative way that supports creativity, differentiation, and lifelong learning.

vision

Where we are headed

We are integrating the use of genAI to enhance instructional practices, support operations, and foster meaningful engagement, empowering educators as creators of future-ready classrooms and equipping students with the ethical awareness needed to thrive in a rapidly evolving world.

Purpose

What Guides Us

Our genAI implementation plan ensures that artificial intelligence is understood and used legally, ethically, and in ways that elevate teaching, learning, and operations, while upholding our district's standards for data privacy, security, inclusivity, and academic integrity.

Student AI Guidelines & Curriculum

Every student in our district receives age-appropriate AI literacy instruction grounded in Digital Promise's AI Literacy framework and the three pillars of Use, Understand, and Evaluate.

(K-5) AI Guidelines & Curriculum
(6-12) AI Guidelines & Curriculum

(K-5) AI Guidelines & Curriculum

K-5 AI Curriculum

Facilitated by District Librarians

AI Basics - Students develop a foundational understanding of how AI and generative AI work — what it is, how it learns, and how it creates content.
AI Potential - Students explore responsible, age-appropriate use cases for genAI alongside the district's K–5 Responsible Use Guidelines.
AI Pitfalls - Students examine bias in AI data sets and practice critically evaluating outputs using the Evaluate with CARE framework.

Responsible Uses in the Classroom

Below are guidelines on how you might use generative AI to help you learn. Make sure to ask your teacher how much you're allowed to use generative AI because it might be more than what has been outlined. Note: If generative AI use is permitted, you must always complete the “finalizing” stage below.

	Levels	Levels of Responsible Use
Level(s) determined and clarified by the teacher for academic tasks	No Use		Generative AI may not be used for academic tasks, in any form, and the use of such tools is strictly prohibited.
	Clarifying		Generative AI may be used to gain clarity on academic content. Evaluate with CARE
	Planning		Generative AI may be used for the planning elements of academic tasks such as gaining inspiration, ideation, brainstorming, organizing, structuring, etc. Evaluate with CARE
	Assisting		Generative AI may be used to assist in drafting work of an academic task, but students must integrate their own thoughts and ideas, ensuring the AI’s contribution is supplemental. Evaluate with CARE
	Revising/Editing		Generative AI may be used to gain feedback for making improvements to the clarity or quality of work to enhance the final product. Evaluate with CARE
	Level	Acknowledging Responsible Use
Must be completed by students when levels beyond “no use” are permitted	Finalizing	All submitted work by a student must either be original work or properly cited, as stated by the academic code of conduct. This includes students acknowledging and appropriately citing all instances in which generative AI tools were used in an academic task. Sample acknowledgement format below may be used if works cited list is not required. I acknowledge the use of [insert generative AI system(s) and link] to [specific use of generative artificial intelligence]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use]. You must check for mistakes. Mistakes cannot be blamed on AI.

Prohibited Uses

Generative AI tools may NOT be used in violation of terms of service, academic code of conduct, or board policy. Specific examples might include:

Academic misconduct: such as plagiarism and cheating (Policy 605.6R1)
Harm: such as bullying, harassment, or other outputs that might be a detriment to the student’s physical or mental health (Policy 104)

Response to Violation

If a violation is suspected, a response will be determined that aligns with the academic code of conduct and board policy.

Review

The student guidelines for generative AI will be reviewed on an annual basis and updated as needed.

Special Considerations

Data privacy and security: Students should not input any personally identifiable information into any generative AI tools.
Be aware of potential bias: AI algorithms can reflect the biases present in the data they are trained on such as societal biases surrounding gender roles, race, religion, and politics. Be critical of the outputs from generative AI tools as they are prone to generating made-up information (hallucinations).

(6-12) AI Guidelines & Curriculum

6-12 AI Curriculum

AI Basics - Students build foundational AI and genAI vocabulary and explore how AI processes input and generates output.
AI Potential - Students explore responsible use cases and the district's 6–12 guidelines, including the CRAAP Test for evaluating AI outputs.
AI Pitfalls - Students examine bias in training data, hallucinations, and ethical implications — developing habits of critical evaluation. 9–12 includes a mental health & wellness lens.

Responsible Uses in the Classroom

	Levels	Levels of Responsible Use
Level(s) determined and clarified by the teacher for academic tasks	No Use		Generative AI may not be used for academic tasks, in any form, and the use of such tools is strictly prohibited.
	Clarifying		Generative AI may be used to gain clarity on academic content. Does it pass the CRAAP Test?
	Planning		Generative AI may be used for the planning elements of academic tasks such as gaining inspiration, ideation, brainstorming, organizing, structuring, etc. Does it pass the CRAAP Test?
	Assisting		Generative AI may be used to assist in drafting work of an academic task, but students must integrate their own thoughts and ideas, ensuring the AI’s contribution is supplemental. Does it pass the CRAAP Test?
	Revising/Editing		Generative AI may be used to gain feedback for making improvements to the clarity or quality of work to enhance the final product. Does it pass the CRAAP Test?
	Level	Acknowledging Responsible Use
Must be completed by students when levels beyond “no use” are permitted	Finalizing	All submitted work by a student must either be original work or properly cited, as stated by the academic code of conduct. This includes students acknowledging and appropriately citing all instances in which generative AI tools were used in an academic task. Sample acknowledgement format below may be used if works cited list is not required. I acknowledge the use of [insert generative AI system(s) and link] to [specific use of generative artificial intelligence]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use]. You must check for mistakes. Mistakes cannot be blamed on AI.

Prohibited Uses

Generative AI tools may NOT be used in violation of terms of service, academic code of conduct, or board policy. Specific examples might include:

Academic misconduct: such as plagiarism and cheating (Policy 605.6R1)
Harm: such as bullying, harassment, or other outputs that might be a detriment to the student’s physical or mental health (Policy 104)

Response to Violation

If a violation is suspected, a response will be determined that aligns with the academic code of conduct and board policy.

Review

The student guidelines for generative AI will be reviewed on an annual basis and updated as needed.

Special Considerations

Data privacy and security: Students should not input any personally identifiable information into any generative AI tools.
Be aware of potential bias: AI algorithms can reflect the biases present in the data they are trained on such as societal biases surrounding gender roles, race, religion, and politics. Be critical of the outputs from generative AI tools as they are prone to generating made-up information (hallucinations).

Teacher AI Guidelines

Responsible Uses in the Classroom
Classroom Content Accessibility Self Audit

Responsible Uses in the Classroom

The Iowa City Community School District (ICCSD) acknowledges the importance of responsible AI use, which varies across different school sites, classroom settings, positions, and departments. Teachers will inform students if, when, and how generative AI tools may be used to help learn using the common district student guidelines below as a reference.

	Levels	Levels of Responsible Use
Level(s) determined and clarified by the teacher for academic tasks	No Use		Generative AI may not be used for academic tasks, in any form, and the use of such tools is strictly prohibited.
	Clarifying		Generative AI may be used to gain clarity on academic content. Does it pass the CRAAP Test? (6-12) Evaluate with CARE (k-5)
	Planning		Generative AI may be used for the planning elements of academic tasks such as gaining inspiration, ideation, brainstorming, organizing, structuring, etc. Does it pass the CRAAP Test? (6-12) Evaluate with CARE (k-5)
	Assisting		Generative AI may be used to assist in drafting work of an academic task, but students must integrate their own thoughts and ideas, ensuring the AI’s contribution is supplemental. Does it pass the CRAAP Test? (6-12) Evaluate with CARE (k-5)
	Revising/Editing		Generative AI may be used to gain feedback for making improvements to the clarity or quality of work to enhance the final product. Does it pass the CRAAP Test? (6-12) Evaluate with CARE (k-5)
	Level	Acknowledging Responsible Use
Must be completed by students when levels beyond “no use” are permitted	Finalizing	All submitted work by a student must either be original work or properly cited, as stated by the academic code of conduct. This includes students acknowledging and appropriately citing all instances in which generative AI tools were used in an academic task. Sample acknowledgement format below may be used if works cited list is not required. I acknowledge the use of [insert generative AI system(s) and link] to [specific use of generative artificial intelligence]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use]. You must check for mistakes. Mistakes cannot be blamed on AI.

ICCSD recognizes teachers may leverage generative AI to streamline workflows such as content development, assessment design, feedback, communications, etc. Teachers are responsible for critically evaluating AI-generated content, acknowledging its use, and ensuring compliance with board policy (Policy 605.8R1), as well as, local, state, and federal regulations related to generative AI in education

Prohibited Uses

Generative AI tools may NOT be used for the following purposes:

Supplant core curriculum: Teachers should not use generative AI to create content that supplants the adopted core curriculum. (Policy 605.1)
Supplant teacher agency and accountability: Teachers should not use generative AI to supplant the role of human educators in instructing students. (Policy 400)
- Note: AI detectors have limitations and the potential for false positives. Consider a multi-pronged approach as outlined in the evaluate and address sections of the Generative AI: Teacher Overview & Guide.
Compromise Privacy/Security: Teachers should not use generative AI in ways that compromise teacher and/or student privacy/security. (Policy 605.4)

Vetted Generative AI: Teachers should not use generative AI applications that have not been vetted by the district. (Policy 605.4, Policy 605.8R1)

Review

The teacher guidelines for generative AI will be reviewed on an annual basis and updated as needed.

Special Considerations

Be aware of potential bias: AI algorithms can reflect the biases present in the data they are trained on. Be critical of the outputs from generative AI tools as they are prone to generating made-up information (hallucinations).
Multipronged approaches: Given the inaccuracies of AI detectors, teachers need to leverage multiple approaches in navigating suspected violations of the academic code of conduct.

Classroom Content Accessibility Self Audit

This checklist is designed to help educators ensure their digital classroom materials (slides, documents, worksheets, LMS content, etc.) meet the accessibility requirements mandated by the Department of Justice (DOJ) under the Americans with Disabilities Act (ADA).

Download the Self-Audit Checklist or view the list below.

1.1 Alternative Text for Images
	Audit: I have opened my most recent slide deck, digital worksheet, or LMS page.
	Action: I have added descriptive Alt-Text to every meaningful image and marked decorative borders or shapes as "decorative."
	Verification: I have manually checked that every non-decorative image has a description.
Pro tip: Consider using this Alt Text generator from Arizona State University to quickly generate Alt Text for any image you upload.

1.2 Accessible Lists
	Audit: I have checked my "Materials" and "Step-by-Step" instructions.
	Action: I have converted "Manual Lists" (lines starting with a dash - or typed numbers 1.) into Semantic Lists using the toolbar's bullet or number icons.
	Verification: When I tab through the list, my cursor recognizes the items as a single group rather than individual lines of text.

1.3 Meaningful Hyperlinks
	Audit: I have checked for links labeled "Click Here," "Read More," or long, raw URLs.
	Action: I have renamed links to describe their destination (e.g., "Link to Mitosis Lab Instructions" instead of "Click here").
	Verification: If I read only the link text, I know exactly where the link will take me.

1.4 Use of Color & Contrast
	Audit: I have checked for light-colored text or instances where color is the only way I convey meaning.
	Action: I have adjusted text colors to ensure they pass WCAG AA contrast standards (at least 4.5:1).
	Verification: The content is still understandable if viewed in grayscale (black and white).
Pro tip: Consider using the WebAIM color contrast checker to verify your contrast ratio or reference the district's accessibility guidelines page for color contrast.

1.5 Logical Heading Structure
	Audit: I have checked if I used "Styles" (Heading 1, Heading 2) or if I just manually made text bigger and bold.
	Action: I have applied formal Heading levels to organize my content sections.
	Verification: I can see a logical hierarchy in the "Outline" or "Navigation" pane of my document editor.

1.6 Text Formatting
	Audit: I have scanned my document for underlined text, decorative bolding, and ALL CAPS.
	Action: I have removed all underlines that are not active hyperlinks to prevent "click confusion." I have limited bolding to emphasis within sentences rather than using it for titles. I have removed ALL CAPS text.
	Verification: I have checked that no text "looks" like a link or a header without actually being coded as one.

1.7 Accessible Document Formats
	Audit: I have reviewed the PDFs and documents I share with students.
	Action: I have ensured that these are not "scanned images" of paper. The text is selectable, searchable, and readable by a screen reader.
	Verification: I can highlight individual words with my mouse or cursor.

1.8 Captions for multimedia
	Audit: I have reviewed teacher-created or third-party videos used in my instruction.
	Action: I have ensured all videos have accurate, synchronized captions. (Note: Avoid relying solely on "auto-captions" if they contain significant errors).
	Verification: I have watched the video with the sound muted to ensure the message is still clear.

1.9 Audio Descriptions or Transcripts
	Audit: I have identified any audio-only files (like a podcast) or visual-heavy videos.
	Action: I provide a written transcript for audio files or a text description for videos where the visuals aren't explained in the audio.

1.10 Accessible Data Tables
	Audit: I have checked tables used for data (not for page layout).
	Action: I have designated a "Header Row" so screen readers repeat the column title as they read each cell. I have avoided using "merged" or "split" cells.
	Verification: I have used a screen reader tool to confirm the table data is read in a logical, left-to-right, top-to-bottom order.

Board Policy on GenAI

Software Evaluation Process

Our district recognizes the growing role of AI in education and in the world our students will navigate. We are committed to using AI ethically, responsibly, and in alignment with our Portrait of a Graduate — ensuring it enhances rather than replaces human connection and empowers both students and educators. GenAI integration amplifies human potential, supports continuous improvement, and prepares our entire learning community for success in an increasingly interconnected and technology-rich future.

AI Focus Areas

Build Foundational
GenAI Literacy

Ensure that all students and staff gain a clear understanding of what genAI is, how it works, and how to use it responsibly, grounded in the three pillars of Use, Understand, and Evaluate.

Expand Professional
Learning

Provide tiered, ongoing professional learning that empowers educators as creators and designers of future-ready classrooms. An AI Playbook for educators is currently in development.

Cultivate a Responsible & Ethical
AI Culture

Establish clear district policies that prepare staff to navigate the prevalence of genAI while preserving the essential human connection, professional expertise, and academic integrity of educators.

Advance Student-Centered
Innovation & Voice

Empower students to lead through participation in our emerging Leadership Technology Committee and through academic projects that leverage genAI to solve authentic, meaningful problems.

Strengthen Operational
Systems

Implement and monitor genAI tools to enhance decision-making, optimize resources, and improve operations across the district, using our Software Evaluation Process to ensure alignment.

Foster Community & Higher Ed
Partnerships

Collaborate with higher education institutions, local businesses, and organizations to enhance genAI workforce development and provide experiential learning opportunities for students.

AI & Our Portrait of a Graduate

Adaptability

AI presents rapidly changing contexts. Students must exhibit agility in thought and action, and learn to negotiate diverse perspectives when using AI tools.

Does AI use build flexible thinking, or create over-reliance on a single tool?

Empathy

AI cannot replicate genuine human empathy. Students must develop awareness of how AI outputs may affect others, and maintain sensitivity and respect in AI-assisted work.

Does this use of AI show care for how content affects real people and communities?

Communication

AI can support drafting and accessibility, but authentic voice, audience awareness, and equity of expression remain central human responsibilities.

Is this use of AI strengthening communication, or replacing the human voice that still matters most?

Global Citizenship

AI raises important questions about bias, privacy, and responsibility. Students must navigate AI with ethical awareness of its local and global impact.

Does this AI use reflect responsibility and ethical participation in a digital world?

Critical Thinking

AI can surface ideas and information, but students must question accuracy, test reasoning, verify claims, and make sound independent decisions.

Is AI deepening judgment and analysis, or are students accepting output too quickly without verification?

Learner's Mindset

AI is a new frontier requiring curiosity, willingness to learn and unlearn, and the understanding that growth, including from AI-related mistakes, is part of the process.

Is AI sparking curiosity and new learning, or replacing the productive struggle needed to grow?

Frequently Asked Questions

What do we mean by "generative AI"?

Generative AI refers to digital tools that can create new content, like text, images, audio, or code, based on data they've been trained on. Common examples include ChatGPT, Gemini, and CoPilot. These are different from predictive AI tools (like Grammarly or Google's word prediction), which make suggestions based on patterns rather than generating original content.

Will students be allowed to use AI on schoolwork?

How does our district handle academic integrity with AI?

Academic integrity still matters deeply. Students should know when AI use is permitted, when it is not, and when it must be acknowledged. Learning, original thinking, and authorship remain essential. Using AI without disclosure when it's not permitted, or using it to misrepresent work as your own, constitutes academic misconduct under Policy 605.6R1. Note that AI detectors have significant limitations, so teachers use multiple approaches when reviewing suspected violations.

How does our district protect student data privacy?

What AI Lessons are student receiving in schools?

All students receive structured AI literacy instruction. K–5 students receive a three-lesson series facilitated by school librarians covering AI Basics, AI Potential, and AI Pitfalls. Students in grades 6–12 receive a three-lesson series facilitated by Social Studies teachers. All lessons are grounded in Digital Promise's AI Literacy Framework and focus on the three pillars: Use, Understand, and Evaluate. The 6–12 curriculum also includes a lesson on AI, mental health, and wellness.

How can families support AI literacy at home?

Families can support learning by having open conversations about AI tools their children encounter. Ask your child: "Did you use AI for this? How did you check if it was accurate?" Encourage curiosity alongside critical evaluation. Remind students that AI outputs can contain errors, bias, or made-up information, and that checking sources is always important. A Family Guide to AI in ICCSD is in development and will be linked here when available.

Generative AI Guidelines & Curriculum

Mission

Why we do this

vision

Where we are headed

Purpose

What Guides Us

AI Focus Areas

Build Foundational GenAI Literacy

Expand Professional Learning

Cultivate a Responsible & Ethical AI Culture

Advance Student-Centered Innovation & Voice

Strengthen Operational Systems

Foster Community & Higher Ed Partnerships

AI & Our Portrait of a Graduate

Adaptability

Empathy

Communication

Global Citizenship

Critical Thinking

Learner's Mindset

Build Foundational
GenAI Literacy

Expand Professional
Learning

Cultivate a Responsible & Ethical
AI Culture

Advance Student-Centered
Innovation & Voice

Strengthen Operational
Systems

Foster Community & Higher Ed
Partnerships