Salem schools lay out AI guidance and new device plans as screen-time review begins

Salem Public Schools outlined its technology priorities at the June 22 School Committee meeting, with Mark Lank, the district’s executive director of instructional technology, saying the focus for 2026–27 will be refining AI guidance for staff, replacing older devices and gathering data on how screens are used in classrooms.

Lank told the committee he organized the technology office into three arms — technical support, data and digital learning — and highlighted the department’s work over the last three years: instituting library and digital-skills classes for K–8, modernizing internet and device infrastructure, launching an interactive data dashboard and running extensive AI training for educators. “We created an AI vision statement, an AI internet page that contains all different resources on AI for educators and guidance documents,” he said.

The district has set rules limiting staff use of AI with student data. Lank said the district’s educator guidelines prohibit putting personally identifiable information into AI platforms and require anonymization and a human in the loop for any AI use. “We want to make sure we’re anonymizing student data whenever possible, as well as paying attention to bias because AI is inherently biased,” he said.

Lank also provided operational metrics: the technical support team closed 4,810 tickets this year with an average response time of 3.4 hours and an average resolution time of 6.9 hours. The department plans targeted summer replacements — new Chromebooks for rising sixth- and ninth-graders and for K–1 classrooms — and upgrades to interactive displays in a small set of schools.

On screen time, the district will not preemptively remove devices from classrooms. Instead, Lank said, the district will use a new single-sign-on tool to measure educational usage and begin walkthroughs to distinguish “active” from “passive” screen time. “Screen time is not all created equally,” he said, giving examples ranging from passive video viewing to collaborative project work. The committee heard that the district has begun draft guidance to help principals and teachers distinguish good use of technology from poor use.

Committee members pressed for more data and clearer communication with families. Member Cornell asked which assessments require technology; Lank cited Star assessments and the state’s online MCAS testing beginning in grade three as drivers of classroom device use. Several members urged the district to coordinate digital-equity outreach and surveys with city partners so that home internet and device access inform any future policy changes.

The committee did not vote on any policy changes at the meeting; Lank said the team will gather more usage data over the summer and return with findings and draft guidance in 2026–27.