Phase 3 -Foster Learning K-12

High School: During the 2025-2026 School Year we will Pilot AI in a live instructional setting to evaluate its impact, gather feedback, and refine implementation before scaling division-wide.

• Parent Permission

• Controlled Implementation

• Launch pilot of Google Gemini—our first approved student-facing AI tool, a site selected for its innovation focus and leadership in digital learning.

• Established clear classroom expectations using the AI.

• Use Scale and student orientation resources

• Provided teachers with professional learning, tools, and just-in-time coaching support

• Feedback & Refinement 

• Actively gathering feedback from students, teachers, and families

• Using real-time input to adapt training materials, onboarding, and instructional strategies

• Monitoring student engagement, ethical use, and the instructional value of AI integration

• Collected teacher input using a structured reflection form to evaluate AI’s classroom impact and identify needed supports

• Ongoing Adjustments

• Making data-informed revisions to policy, tools, and supports

• Prioritizing safety, equity, and purpose-driven use as we prepare for responsible expansion

Tools: 

• RCPS AI Assignment Guide

• K-5 AI Infographic Poster 

• 6-12 Infographic

• Guide to Using AI the Right Way

• How to Write a Prompt

• AI Trust You extension

• Word Tune??

Everyone Else:Middle, Elementary and High School students not involved in the pilot : During the 2025: Students will have classroom discussions about AI Ethics, etc. Students may use tools to learn what AI is and how is works. (machine learning)

• Getting Started with Google AI in K12 Education

• K-12 Lesson with Code.org

If you are designing assignments or assessments that include a writing component, consider how you can best support students to ensure that they are able to demonstrate mastery of concepts.  If you expect that students might use AI to support their learning, how might you guide them to ensure that they are using AI in appropriate ways?
Here are some strategies to consider:

1. Consider building your assignment so students are supported through the stages of the writing process. Turning in outlines, drafts, and revisions along the way may help to ensure that students are producing original work.

2. Use Turnitin to review drafts (not just finished products) and share the review results with your students so they can see when their writing might have similarity to something drafted by AI. There is evidence to suggest that AI detection is not completely accurate, and can even be biased against certain students. So, AI detection should never be used as the final determination of whether or not a student used generative AI.

3. Consider giving students options for how they demonstrate what they know. Instead of creating a written essay, perhaps students could create a video, infographic, or other original work. Students will appreciate having choice and will be excited to show what they know in a way that taps into their strengths and interests.

4. Clearly explain the RCPS Rubric for Assignments: RCPS Teacher Rubric and Citing