US States AI K-12

Executive Order 738 created a task force to recommend policies for the responsible and effective use of Generative Artificial Intelligence in state executive-branch agencies.

The task force will submit a report by November 30, 2024 providing details of current use of GenAI in agencies and recommendations for how to responsibly deploy GenAI in state government.

Artificial Intelligence is referenced in the 2018 Digital Literacy and Computer Science Course of Study spanning grades K-12.

The Arkansas Planning Guide for AI: A Framework for School Districts. The Arkansas guide is a modified companion to the AI Integration Framework for School Districts, originally created by Michigan Virtual.

The state offers three courses in AI and Machine Learning 1, 2, 3

This guidance is grounded in two core beliefs – 1. Artificial Intelligence has the potential to be the catalyst for positive transformation of education models, and 2. Responsible implementation requires a nuanced understanding of the ethical implications.

This comprehensive guidance document from the California Department of Education addresses the implementation of artificial intelligence (AI) in K-12 education. It covers topics such as understanding AI, its potential uses in teaching and learning, ethical considerations, and implementation strategies. The guidance emphasizes the importance of human relationships in education, AI literacy, equity, and responsible use while exploring potential applications in classroom instruction and school operations.

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The roadmap is a dynamic resource designed to
support our local school districts as they develop their own approaches to integrating AI into teaching and learning.

This comprehensive guidance document from the Connecticut Commission for Educational Technology provides an overview of artificial intelligence (AI) in K-12 education. It covers key areas such as types and applications of AI, instructional and decision-making best practices, potential risks, policy considerations, and resources for educators. The guidance emphasizes the importance of responsible AI use, ethical considerations, and equitable access while providing practical guidance for educators and school leaders to integrate AI effectively.

This comprehensive guidance document from the Delaware Department of Education provides an overview of artificial intelligence (AI) and generative AI in K-12 education. It covers key areas such as understanding AI, implementation strategies for districts and charter schools, classroom integration, professional learning opportunities, and next steps. The guidance emphasizes the importance of responsible AI use, ethical considerations, data privacy, and equity while providing practical guidance for educators and school leaders to integrate AI effectively.

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This guidance document from the Hawaii State Department of Education provides concise recommendations for employees on the responsible use of artificial intelligence (AI) in education. It covers key areas such as accountability, fairness and equity, human oversight, assessment and effectiveness, professional development, and data protection. The guidance emphasizes the importance of ethical AI use, critical evaluation of AI-generated content, and the need for ongoing professional development.

This guidance document from Indiana provides an overview of artificial intelligence (AI) in K-12 education, focusing on AI literacy, instruction and learning, impact, security, and resources. The guidance emphasizes the importance of responsible AI use, critical thinking, and preparing students for an AI-driven future while providing practical guidance for educators and school leaders.

This guidance document from the Kentucky Department of Education provides an overview of artificial intelligence (AI) and its implementation in K-12 education. It covers key areas such as emerging technology considerations, guiding principles for AI use, application paradigms, and post-adoption monitoring. The guidance emphasizes the importance of responsible AI use, ethical considerations, equity, and transparency while providing practical guidance for educators and school leaders to integrate AI effectively.

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Guidance document that addresses educators’ approach to AI use.

This guidance document from the Minnesota Department of Education provides an overview of artificial intelligence (AI) in K-12 education. It covers key areas such as guiding principles, opportunities and challenges of learning with AI, creating guidance for AI implementation, and resources for further information. The guidance emphasizes responsible AI use, centering people in decision-making, and advancing equity.

This guidance document from the Mississippi Department of Education provides an overview of artificial intelligence (AI) in K-12 education. It covers key areas such as defining AI, its impact on the classroom, leveraging AI for learning, and considerations for creating AI use policies. The guidance is organized around five components of digital learning: digital citizenship, standards-aligned content and tools, active learning and engagement, formative assessment and feedback, and accessibility.

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This guidance document from New Jersey provides an overview of artificial intelligence (AI) in K-12 education. It covers key areas such as foundational AI terms and concepts, AI system classifications, and resources for learning about and teaching AI. The guidance emphasizes the importance of educators and students developing skills to navigate AI systems and prepare for changing workplaces.

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This robust and practical guidance document from the North Carolina Department of Public Instruction provides detailed recommendations for implementing artificial intelligence (AI) in K-12 education. It covers key areas such as leadership and vision, human capacity, curriculum and instruction, data privacy and cybersecurity, and technology infrastructure. The guidance emphasizes responsible AI implementation, AI literacy for all, and the importance of adapting to rapid technological changes.

This guidance document from North Dakota provides an overview of artificial intelligence (AI) in K-12 education. It covers key areas such as implementation roadmaps, AI strengths and weaknesses, considerations for different student grade levels, and AI for accessibility. The guidance emphasizes the importance of responsible AI implementation, human oversight, and AI literacy.

The Strategy was developed with Gartner and state government information technology and security professionals to help state agencies with adoption of AI technologies.

This toolkit will equip stakeholders in Ohio’s schools (district superintendents, school principals, educators, parents, and more) with the resources to advance AI literacy among their students.

This guidance provides recommendations for Oklahoma school districts and is not law or regulation. It is intended to support districts as they explore the potential applications of AI in schools.

This guidance document from the Oregon Department of Education provides an overview of generative artificial intelligence (AI) in K-12 education. It covers key areas such as defining generative AI, equity implications, data privacy considerations, potential classroom applications, and policy development guidance. The guidance emphasizes responsible AI use, addressing equity impacts, and the importance of human oversight in AI implementation.

HB 2060 created the council to study and monitor AI systems developed, employed, or procured by state agencies. The bill requires the council to assess the need for a code of ethics for AI systems in state government and recommend administrative actions state agencies may take without further legislative authorization. State agencies are required to complete an inventory report by July 1, 2024, that describes the automated decision systems being developed, employed, or procured by the agency. The council will review the inventories and include a summary of its findings as well as any policy recommendations in a report due to the Texas Legislature by December 1, 2024.

This framework document from the Utah State Board of Education provides guidance on the appropriate and responsible use of artificial intelligence (AI) in Utah's P-12 education system. It covers key areas such as guiding principles, responsible and prohibited uses of AI tools, and special considerations for security, privacy, and safety. The guidance emphasizes the need for a balanced approach that maximizes learning opportunities while addressing potential risks and security concerns.

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This comprehensive guidance document from Virginia outlines the integration of artificial intelligence (AI) in K-12 education. It covers key areas such as AI literacy, ethical considerations, responsible implementation, and supporting educators with AI tools. The guidelines emphasize the importance of balancing AI's potential benefits with safeguarding student privacy and ensuring equitable access.

To support educators and education leaders in equitable and inclusive uses of AI in classrooms across Washington, the Office of Superintendent of Public Instruction (OSPI) presents this initial guidance, which emphasizes a human-centered approach to using this ever-evolving tool.

This guidance centers around the users of artificial intelligence (AI) in various roles throughout
West Virginia PK-12 schools. It is designed to assist individuals such as superintendents, district
staff, educators, and support staff in the appropriate and effective use of AI, particularly generative
AI technologies, within West Virginia schools

The plan identifies guiding principles to support implementation of AI technologies as part of an economy that works for everyone. These overarching principles are meant to promote ethical decision making related to AI and the workforce; advance equitable access to AI technology and training; and ensure that workers are represented in AI investments to strengthen Wisconsin's
competitive edge

This comprehensive guidance document from the Wisconsin Department of Public Instruction provides a framework for integrating artificial intelligence (AI) into K-12 education and library settings in Wisconsin. It covers key areas such as core concepts and goals, partner engagement, ethics and data privacy, security and infrastructure, professional development, curriculum and pedagogy, and continuous improvement strategies. The guidance emphasizes a human-centered approach to AI in education, focusing on responsible and ethical use while leveraging AI's potential to enhance learning and library services.

This comprehensive guidance document from the Wyoming Department of Education provides a framework for developing artificial intelligence (AI) use policies in K-12 education. It covers key areas such as defining AI, guidelines for policy development, guiding principles, and questions to consider when implementing AI in educational settings. The guidance emphasizes the importance of responsible and ethical use of AI while leveraging its potential to enhance teaching and learning.