The board explored the potential of AI to transform educational practices, considering the adoption of AI models like Adobe Firefly, Canva, and Google Gemini for academic presentations and the exploration of Bing Chat as an additional resource. There was a strong emphasis on the need for governance to ensure the safe and approved use of AI models in the district. This included discussions on the ethical use of AI by students, the positive use cases for AI in education, and ongoing staff training and support.

Central to the conversation was the challenge of preparing teachers and students to use AI tools ethically and effectively. The board acknowledged the likelihood of disparities in students’ AI skills and discussed plans for a phased rollout of AI tools in nine schools, with aspirations to expand to all middle and high schools. The need for deliberate and intentional training was underscored to ensure equitable access to AI tools for all students. Concerns were also raised about AI monitoring tools and the importance of adequately training teachers ahead of the full implementation of these technologies in the classroom.

The board’s focus extended to the integration of AI in career pathways programs, particularly in computer science education. Members discussed the limited availability of computer science courses across the district and the necessity for all students to have foundational knowledge in this area. The conversation acknowledged the importance of preparing teachers to integrate AI tools into their instruction and the need for expanded access to computer science courses for students. Additionally, the potential use of generative AI, specifically GPT models, by students for academic purposes led to a call for tools to clearly identify AI-generated content to maintain academic integrity.

Professional development for teachers was a key topic, with plans for training sessions to be held in July and during back-to-school week. While mandatory training levels were not specified, there was an emphasis on providing teachers with the necessary training options. Dr. Mendez commended the district’s focus on AI ethics and governance and suggested exploring programs offered by Common Sense Media to aid in this area.

The “Unlock the Power of 15” program was introduced as a collaborative effort to promote daily reading for at least 15 minutes. The role of transition to kindergarten ambassadors was emphasized, with their duties including engaging and supporting families, collaborating with stakeholders, and bridging communication between principals and VPK directors.

The board addressed the declining enrollment in summer VPK programs and the impact of proposed legislation on the creation of a VPK summer bridge program for children scoring low on early literacy assessments. The importance of VPK in preparing children for kindergarten was underscored, with evidence suggesting that VPK graduates are more prepared than non-participants. The recently hired ambassadors’ role in assisting the registration of incoming kindergarteners was also noted.

The meeting concluded with logistical matters, including the cancellation of the May meeting due to the unavailability of several members. Future agenda topics were outlined, focusing on legislative outcomes, the need for computer science classes, and the recruitment of qualified teachers for these classes. Additionally, there was a call for a more structured approach to committee meetings to ensure follow-up and progress on discussed initiatives.