Unionville‑Chadds Ford presents AI update; committee weighs ethics, curriculum changes and policy timing

District staff delivered a wide‑ranging update on artificial intelligence in classrooms and the work of an AI collaborative group that has met since August to study classroom uses, ethics and policy.

"Our AI collaborative group began meeting in August and has met several times throughout the school year," Speaker 2 said, describing work with teachers, administrators and neighboring districts. Staff emphasized a continuum of use — from unacceptable copying of AI output to appropriate, scaffolded uses tied to specific learning objectives — and urged clear communication in syllabi and assignment prompts so teachers and students understand when AI is allowed.

The group recommended curricular adjustments such as more in‑class, cold writing and draft histories to capture student work, embedding AI considerations into regular curriculum cycles, and professional development for staff. On ethics and enforcement, staff warned against overreliance on AI detection tools: "the AI generative AI tools have become so powerful that they're really unreliable and not something that we can lean on." Instead, they recommended teacher familiarity with student work and conversational approaches to suspected misuse.

Board members raised broader concerns including age‑appropriate access, privacy and disciplinary responses for harmful misuse of AI (for example, fabricated audio). Several members referenced PSBA guidance and suggested reviewing district acceptable‑use policies sooner rather than later. Staff noted current technical controls that block AI tools for students under 13 and network‑level blocks for certain services, while also recognizing the limits of detection and the rapid pace of AI development.

Next steps: further PD for staff, direct instruction for students on AI literacy, vetting a small list of trusted tools for classroom use, and policy review informed by PSBA guidance and neighboring districts’ experience.