The A(I) Standard

As AI technology continues to evolve, our primary goal is to support you with clear expectations, consistent procedures, and the training necessary to navigate this new landscape. We are introducing a new administrative framework built on three key "Pillars of AI Governance" to ensure fairness and clarity for both staff and students.

1. Defining Expectations: The AI Use Scale (0–4)

To eliminate ambiguity around "permitted vs. non-permitted" use, we have already implemented a standardized AI Use Scale (0–4). This step will no longer be optional and is reflected in the updated district policies.

• The Goal: This provides "Fair Notice" to students and serves as a legal shield for educators.

• The Action: Graded student assignments will now require a designated level from this scale to indicate how (or if) AI may be used prior to the start of the assignment (required for classes where the students are age 13+; optionally for younger students to restrict suspected AI use at home on school assignments). You can find a copy of that in the AI TEACHER TOOLKIT. You may also utilize the NO AI USE PLEDGE SHEET instead.

2. Ensuring Consistency: The AI Task Force

We know that handling potential AI-related academic integrity issues can be complex. To move from subjective decision-making to a clear, procedural approach, we are establishing a centralized AI Task Force.

This team will:

• Review cases and normalize responses building-wide.

• Ensure equitable outcomes across different classrooms and subjects.

• Keep trust in administrative oversight by providing a unified front.

• Require a comprehensive human review of suspected submitted work

Please review the Tip Sheet in the AI TEACHER TOOLKIT on the proper reporting procedures if you suspect the unauthorized use of AI, cheating, or plagiarism. That ensures the proper documentation and procedural steps occur for the AI Task Force to review.

3. Staff Training: 5-Phase Literacy Training

To empower you in this transition, we are launching a comprehensive 5-Phase Literacy Training program. This program aligns to the ISTE, UNESCO, AASA and U.S. Dept of Labor AI Literacy (TEN 07-25) Workforce Readiness Frameworks and follows RIDE AI Guidance (2025), Rhode Island Professional Teaching Standards (RIPTS) - Standard 11, and Federal and local law requirements.

• Format: Self-paced, with several months to complete. Must pass with 70% or better.

• Support: We have built dedicated time into the upcoming PD day for you to start this work.

• Incentive: You will be awarded 2 PLU's for working on this during the PD day. For the completion of the course, you will awarded another 4 PLU's (6 in total). Staff that is onboarded after the PD day, will receive 4 PLU's for the course completion. The course will also deliver a certificate of completion.
  
  

Why Now?

By standardizing our approach, we fulfill the requirement for "Fair Notice" and ensure that our disciplinary actions are defensible and just. We are moving away from reactive "cat-and-mouse" detection and toward proactive, strategic leadership.

Next Steps: Next school year, you will notice a better alignment within all our policies and student handbooks around the the use of AI. Please review the updated policies carefully.

Thank you in advance for your continued dedication to academic integrity and for leading our students through these changes!

As AI tools become more common in classrooms, a central question continues to emerge: how do we use AI without allowing it to replace thinking?

This question applies not only to students, but to teachers as well. In many classrooms - especially those serving students under the age of thirteen - AI is often used by the teacher rather than the student. Instructional materials, writing models, feedback, and lesson supports may all be generated or influenced by AI tools.

The challenge, then, is not simply whether AI is used, but how it is used within the learning process.

The Human–AI–Human (H-AI-H) Framework provides a simple structure for ensuring that thinking remains at the center.

What the HAH Framework Means in Practice

The H-AI-H Framework is built on a simple sequence: a human begins the work, AI is used as a support, and a human returns to evaluate, revise, and take ownership of the result.

For students, this means they generate ideas, use AI for feedback or support, and then refine their work. For teachers, it means that AI may assist in planning or generating materials, but the teacher remains responsible for evaluating, adapting, and contextualizing those materials for their students.

In both cases, AI does not replace thinking - it supports it.

What This Looks Like Across Grade Levels

In classrooms where students are directly using AI, the structure is visible in the student’s workflow. A student may begin a draft, use AI to receive feedback, and then revise based on their own judgment. The final product reflects both support and independent thinking.

In classrooms serving younger students, the process often looks different, but the principle remains the same. A teacher may use AI to generate a sample paragraph, discussion prompts, or a model response. However, the teacher reviews and adapts that content before sharing it, ensuring it is accurate, appropriate, and aligned with the needs of the class.

Students, in turn, are still expected to produce their own work. Even if AI has influenced the instructional materials, the student’s thinking remains the focus of the task.

In this way, the H-AI-H Framework applies whether AI is used directly by students or indirectly through instruction.

A Simple Prompt Teachers Can Use

One way to apply the H-AI-H Framework is to structure how AI is used from the start.

For student-facing tasks, teachers might provide a prompt such as:

“I am working on a [type of assignment]. Here is my current draft or idea:

[student inserts their work]

Please give me feedback on how to improve clarity and organization. Do not rewrite my work for me—suggest specific changes I should consider.”

For teacher use, a similar structure can be applied:

“Create a model paragraph for a [grade level] class on [topic]. Keep the language appropriate for students and highlight key features I should point out during instruction. I will review and adjust this before using it with my class.”

In both cases, the expectation is the same: AI generates possibilities, but the human evaluates and decides what to use.

Why This Matters

The goal of using AI in education is not simply efficiency - it is learning.

Without structure, AI can replace thinking. With structure, it can strengthen it.

The H-AI-H Framework ensures that:

• students remain responsible for their own ideas and work
• teachers remain responsible for the accuracy and appropriateness of instructional materials
• AI is used as a support, not a substitute
  
  

This is especially important in younger grades, where students are still developing foundational thinking skills and may not yet have the ability to critically evaluate AI-generated content on their own.

Starting Small

There is no need to redesign every lesson to begin using this approach. Small adjustments can make a meaningful difference.

Teachers can begin by reviewing any AI-generated material before using it, asking where student thinking should occur in an assignment, and ensuring that students are not simply reproducing AI outputs.

Even a simple reflection—asking students how they developed an idea or what they changed—helps reinforce that the learning process matters.

Final Thought

AI is now part of the learning environment, whether it is visible or not.

The question is not whether it will be used, but how it will be used.

The H-AI-H Framework provides a clear answer:

human thinking begins the work, AI supports the process,
and human judgment completes it.

That balance is what keeps learning intact.

This article contains an interesting study on seven prompts the AI image generators still can't master and why.

Are you ready to reclaim your time and elevate your impact using AI? Join us for an engaging four-hour workshop where we’ll dive into the world of Google’s AI suite, featuring the creative intelligence of Gemini and the revolutionary research capabilities of NotebookLM on Friday, August 7, 2026, from 8:00 a.m.-12:00 p.m. at the University of Rhode Island. Whether you're looking to streamline complex data analysis, draft high-quality communications in seconds, or create student centered and engaging lesson plans, this session is designed to turn these cutting-edge tools into your everyday personal assistants. Don't miss this opportunity to explore how intentional, effective AI use can reduce your administrative burden and allow you to focus more on what truly matters, serving Rhode Island’s students. Space is limited, so early registration is requested using this link. For additional information, please contact michael.hobin@ride.ri.gov.