Future-Ready Schools: Strategic Planning for AI Integration

If there’s one thing we’ve learned from Back to the Future, it’s that the future is full of surprises. But unlike Marty McFly and Doc Brown, we don’t need a DeLorean to prepare for what’s ahead. In education, we have the power to shape our future by strategically planning for the integration of artificial intelligence (AI) in our schools.

Before we can travel to the future, we need to ensure our current systems are ready for the journey. This means evaluating our existing hardware, software, and network capabilities to determine if they can support AI applications. Are our devices up to date? Do we have reliable internet access? Are our data storage solutions secure and scalable?

Just as Doc Brown had to learn how to operate the flux capacitor, our educators need to be equipped with the knowledge and skills to effectively use AI tools. Professional development should go beyond basic training; it should include hands-on workshops, collaborative learning communities, and ongoing support to ensure educators are confident in integrating AI into their teaching practices.

To navigate the complexities of AI integration, we need a roadmap. This means establishing clear policies that address ethical considerations, data privacy, and the responsible use of AI. Policies should outline acceptable use, data protection frameworks, and staff training requirements to ensure a safe and effective AI environment.

Just as Marty had to convince his parents to believe in the future, we must engage our community in the process. This involves transparent communication with parents, students, and staff about the benefits and challenges of AI integration. Hosting information sessions, surveys, and feedback channels can help build trust and ensure that all voices are heard.

The future is unpredictable, and our plans must be flexible. As we implement AI tools, we should continuously assess their effectiveness and make adjustments as needed. This iterative approach allows us to learn from our experiences and ensure that AI integration remains aligned with our educational goals.

As we look ahead, let's remember that integrating AI into our schools is not about replacing teachers or traditional methods; it's about enhancing the learning experience and preparing our students for a rapidly evolving world. By strategically planning and working together, we can ensure that our schools are truly future-ready.

So, as Doc Brown would say, "The future is what you make of it, so make it a good one."

Until next time...

Building Trust: Communicating AI Policies to Parents and the Community

As educators, we’re no strangers to change. From chalkboards to smartboards, from paper report cards to digital dashboards, we’ve adapted time and again. But the introduction of artificial intelligence (AI) into our classrooms feels different. It is more transformative, more immediate, and yes, a bit more intimidating.

I often liken it to the first time we introduced calculators into math class. Remember the debates? “They’ll never learn to do math without them!” Fast forward to today, and calculators are standard tools, not crutches. AI is on a similar trajectory, but this time, we must be more deliberate in how we integrate it.

When it comes to AI in education, transparency isn’t just a best practice, it’s a necessity. Parents and community members need to understand how AI tools are being used, what data is being collected, and how their children’s privacy is being protected. Without this clarity, we risk eroding trust and fostering skepticism.

A recent initiative by Ohio State University underscores this point. The university announced that all incoming students will be required to become "fluent" in AI as part of their education. While the goal is to prepare students for a rapidly evolving workforce, the move also highlights the importance of clear communication about AI's role in education .

Developing a clear AI policy is the first step in building trust. This policy should outline:

• Purpose: Why are we using AI? Is it for personalized learning, administrative efficiency, or both?

• Scope: Which AI tools are being used, and for what purposes?

• Data Privacy: What data is being collected, how is it stored, and who has access to it?

• Ethical Considerations: How are we ensuring that AI use is fair, unbiased, and inclusive?

Once the policy is in place, the next step is communication. It's not enough to send home a letter or post a policy on the website. We need to actively engage with parents and community members through:

• Information Sessions: Host workshops or webinars to explain AI tools, their benefits, and how they align with educational goals.

• Feedback Channels: Provide avenues for parents to ask questions, express concerns, and offer suggestions.

• Regular Updates: Keep the community informed about new AI initiatives, policy changes, and any incidents or issues that arise.

To make the concept of AI more relatable, I often draw parallels to pop culture. Remember the movie The Matrix? In it, humanity is trapped in a simulated reality controlled by machines. While it's a dystopian view, it serves as a cautionary tale about the unchecked use of technology. On the flip side, consider Big Hero 6, where AI is used to enhance human capabilities and foster positive change. These stories highlight the dual-edged nature of AI and underscore the importance of responsible integration.

Ultimately, building trust is about fostering a culture of openness, collaboration, and continuous learning. As we navigate the complexities of AI in education, let's remember that our goal is not just to teach students how to use AI, but to teach them how to use it responsibly and ethically.

By being transparent, engaging with our community, and continuously evaluating our practices, we can ensure that AI becomes a tool that enhances education rather than complicates it.

Until next time...

Personalized Learning with AI: Opportunities and Challenges

I like to think of personalized learning as having a GPS in your classroom. You know where you’re going, maybe mastering multiplication or crafting stronger sentences, but AI can help chart a route tailored just for each student. When it works well, it can turn broad highway learning into a scenic, engaging road trip that keeps every learner interested and growing.

AI tools, like intelligent tutoring systems or adaptive math practice, are already making that GPS dream come alive. They can assess student performance, detect where someone is stuck, and deliver the right challenge or support precisely when it's needed. Programs like Khanmigo and Khan Academy use AI to simulate tutoring for learners; students can work at their own pace, with hints and guidance modeled after expert teachers. 

Teachers also gain traction. AI can analyze homework or quizzes, highlight common misconceptions, and free up time that used to go to grading. That means more time for creative lesson designs, individual check-ins, and even better, playtime in the recess yard.

But here’s where the road gets a little bumpy. To fine-tune learning, AI systems collect lots of student data: what questions they get right, how fast they learn, sometimes even behavioral patterns. That creates a treasure trove for teaching, but also serious questions around privacy and data security .

We have to ask ourselves: How is this data stored? Who can access it? Do students and parents understand what’s happening behind the scenes? California districts, including ours, regularly check compliance with laws like FERPA and implement encryption protocols, privacy isn't optional, it's mandatory .

Then there’s bias. AI learns from past data, and if historical data reflects inequity, AI may reinforce it. That could mean unintended favoritism or penalizing students from underrepresented groups. We must stay vigilant. AI shouldn’t be the final word. Educators need to ask why a student is being assigned certain tasks and check for hidden patterns.

Another big concern: relying too heavily on technology. AI can suggest a prompt for a story, but it shouldn’t prevent teachers from sharpening student imagination or conversation. We don’t want classrooms where students sit silently while software does the thinking .

I’m reminded of a vivid scene: a fifth-grade teacher used AI to create a personalized reading plan for a student who lacked confidence. The program suggested text calibrated to that child’s reading level. But when they met to talk about the story, the student used rich, expressive language, something AI couldn’t generate. That human connection transformed what might have been just another lesson into a moment of empowerment.

We also must recognize the digital divide. AI tools are only meaningful if students can access them. That means districts must advocate for broadband in rural areas, device programs for families, and inclusive design so every learner benefits.

What does it mean to move ahead thoughtfully? First, pilot with clear purpose: small-scale trials in one grade or subject so we can evaluate impact before scaling up. Second, develop learning agreements with students and families that explain data use, consent, and what we do. Third, regularly review AI tools for bias and effectiveness, putting teachers and families in the decision-making loop .

AI-powered personalized learning holds real promise. Students who once struggled can thrive. Educators can refocus on connection and creativity, and classrooms can flex to each child’s pace. But like any powerful tool, it comes with responsibilities. We need strong privacy safeguards, training for teachers, equitable access, and ongoing oversight.

If we do it right, personalized learning with AI doesn't replace human educators, it enhances them. It lets us bring our best to every student, helping each to flourish. And that, after all, is the heart of teaching, no matter how smart our software becomes.

Until next time...

I Hope...

This week for me was difficult and tiring at best. I’m sure that all parents can relate. My 5 year old contracted the norovirus and was out of school all week. The hard part is planning with my wife which one of us will stay with him. Since she is a 6th grade teacher, I totally understand the complexities of sub plans and the challenges that teachers have when they are out for a day.  Though I may not have sub plans, I have work that doesn’t get done when I’m not there. Understanding this, it becomes a shared experience for my wife and I alternating the first days out and then me, taking the third day in the hopes he will not need a fourth. Well, here we are on Friday and the score is 3-2 because he had to stay out again today. As I have mentioned before, I’m competitive so as for the score, I’m winning. I bring this up because the stress of sick children is real. We all want to take the sickness from our little ones. Let them be happy and playful. Let me deal with the ugliness of the virus. Been there, done that. I know, I know, I can hear Kelly Clarkson singing, “What doesn't kill you makes you stronger”. I get it. Ultimately all the germs our children pick up helps to train the immune system. But it truly is stressful. There is a ton of hope, which completely goes against one of my life rules, “Hope is not a strategy”.  When it comes to our children, it is sometimes all we have. Hope. When medicine only treats the symptoms and is not a cure, there is hope. When one day turns into three then into fourth with no end close, there is hope. When the symptoms are mimicking an acute appendicitis or pancreas issue, hope is all you got. The alternative is hopelessness and I refuse to ever go there. When I have done all I can do, sought out the experts, and followed the best advice available, I will employ my hope. I am a very lucky father. I have healthy children, though one is still slaying the norovirus dragon. They are healthy and my hope is that I have a lifetime of days to get stressed out about them and their health. I am lucky. I acknowledge that there are others that are not so lucky. There are some families that are hurting. They have an empty seat at the dinner table. I hurt for them and I have hope for them. Hope is a really strong tool. Hope is optimism. Though half the water in the glass is gone, the glass remains half full. In 1732, Alexander Pope coined the term, “Hope springs eternal”. I have always loved the idiom.   Most people will always hope for the best, even when faced with challenges. Pope nailed it. If you don’t understand it, then you may not be a baseball fan. There is a ton of hope in baseball. Maybe that is what it is. I am just a kid at heart, doing what I have always done. I hope for a fastball to hit and not some gnarly curveball that catches me looking. I’m not going down with a reverse K in the scorebook! If you don’t understand, ask a baseball fan.

Until next time...

ChatGPT in the Classroom: Enhancing Learning or Hindering Integrity?

I remember the day a student casually mentioned, “I used ChatGPT to get started on my history essay last night.” It was delivered with the same ease as, “I used Google to look something up,” and it made me pause. As educators, we’re stewards of integrity. So what happens when AI enters the homework equation?

Think about it. On one hand, ChatGPT can be a super-smart brainstorming buddy. It helps students unpack tough ideas, offers instant summaries, even checks grammar. Like when a student says they were stuck on how to begin a persuasive essay, then uses ChatGPT to craft an outline that could boost confidence and structure. I see the potential: shorter feedback loops, more personalized support, opportunity for revision, and yes, maybe even a chance to explore voice and argument in a low-stakes setting.

But, and it’s a big BUT, the risk is real. What if students lean on AI not as a helper, but as a substitute? Studies show about 26 percent of teens report using ChatGPT on schoolwork in 2024. This is double from the prior year. More than half say it’s okay for research, but only 18 percent think it’s fine for writing essays. These numbers tell me that students themselves are ambivalent, aware of the line between assistance and dependency. 

So here we stand with a tool that could elevate learning, or erode it. As Superintendent, my goal isn’t to ban or embrace without question. It is to craft intentional boundaries and design pedagogical experiences that use AI thoughtfully.

First, clear guidelines: ChatGPT is a tool, not a replacement. We’ll create honor codes that specify when it’s okay (like for idea-generation or iterative feedback) and when it’s off-limits, like writing full essays or solving unique problems. Students need to know it’s there for support, not for shortcuts.

Second, design AI-aware assignments. Let’s build tasks that require reflection, process documentation, or in-person discussion. For instance, a “show your work” component could ask students to submit ChatGPT prompts alongside their responses (or explain in writing how they adjusted outputs). That way, the thinking behind the thinking remains transparent.

Third, elevate digital literacy. We need regular classroom conversations about AI bias, hallucination, and ethical use. I imagine teachers leading students through exercises where they challenge ChatGPT, fact-check outputs, or identify when the tool delivers inaccurate content. That helps reinforce critical thinking skills.

Fourth, empower educators. Our teachers are already creative innovators. We’ll offer professional learning sessions and collaborative planning time focused on AI: when to lean in, when to step back, and how to weave ChatGPT into differentiated instruction, feedback cycles, and project-based learning.

Finally, involve families and the community. AI isn’t just a classroom concern. Hosting workshops where parents learn how to spot if ChatGPT is being misused, or better yet, how to encourage responsible experimentation, builds trust and alignment between school and home.

Why do this? Because banning AI ignores reality. Our students are already using it, and likely will continue to. The calculator analogy comes to mind. When scientific calculators emerged, some educators resisted. But today we accept them, while still valuing mental math and problem solving. AI deserves the same thoughtful integration.

If we handle ChatGPT with calm confidence, not panic or prohibition, we can shift from reactive policing to proactive preparation. We can teach students to treat AI as a collaborator, not a crutch. We can help them understand when to turn it on, and when real growth comes from turning it off.

In the end, I'd rather have students who say, “I used ChatGPT to jumpstart my thinking, then I dug deeper,” versus, “I had ChatGPT write it all for me.” Our goal is learners who understand how they learn, not just what they can produce. And if AI becomes an extension of their thinking, one they control with integrity, then we’ve done our job.

Being a thoughtful digital citizen means knowing not just what tools to use, but why, when, and how to use them. And that’s a lesson worth teaching, with or without AI.

Until next time...

*Authors note: This blog entry was written with AI as a co-collaborator.

Nothing Ventured, Nothing Gained

As we wrap up another week, we truly see how time flies. It was a blink of an eye, it seems, when it was New Years and now we are chasing the end of the month. As we look to Spring, a time of rebirth, we all should remind ourselves of the importance of growth. Education, at its core, is about growth and transformation for all of us. The transformation, however, is rarely linear or easy. It requires perseverance, courage, and a willingness to embrace challenges that push us beyond what is comfortable or familiar. Along the way, we will make mistakes but each stumble, error, or misstep is an opportunity to learn, adapt, and grow. Our students need to see that success is not about avoiding failure but about pushing through it. They need to know that failure is not the opposite of success; it’s a stepping stone to get there. True growth happens outside of your comfort zone. Growth, whether personal or professional, requires us to stretch beyond what feels easy or safe. It’s in those moments of uncertainty, discomfort, and challenge that we discover new strengths and unlock new potential. Growth doesn’t happen when we stick to what we’ve always done. It happens when we dare to try something new, even if we’re unsure of the outcome. As a school, I believe we need to foster this growth mindset in our students and in ourselves. We must also remember that growth and success don’t happen in isolation. They’re fueled by the collective support of a community that believes in one another. As we challenge ourselves and our students to grow, let’s continue to cheer each other on and celebrate progress. We ask students questions all the time but have we turned the questions internally? What risks have you taken recently? What failures have taught you valuable lessons? How have you stepped outside of your comfort zone? How have you encouraged your students, colleagues, or team members to do the same? These answers are for you only but I can tell you that when you begin to venture outside of your comfort zone, the experience is terrifying and energizing at the exact same time. These moments of growth, no matter how small, are the foundation of the incredible impact we’re making as educators. The work we do is not easy, and it’s not without its challenges. But it is meaningful, transformative, and worth every effort. You may not see the impact you make, but years from now, maybe in a store somewhere, you will see one of your old students and they will tell you the impact you made on them. That feeling is amazing. When you are feeling stressed and emotionally drained at the day’s end, just remember, success lies on the far side of failure. Nothing ventured, nothing gained. At the minimum, let us embrace that truth. Enjoy your weekend! (cue Imagine, John Lennon). 

Until next time...

AI Fluency: Preparing Our Students for a Digital Future

 As I think about education, I’m struck by both anticipation and responsibility. AI isn’t the future, it’s our present. From healthcare to agriculture, AI is transforming professions across the board. Our mission is clear: students need AI fluency, not just awareness. They must know what AI is, how it functions, where it applies, when and why to trust it (or question it).

This isn’t hypothetical. Ohio State University’s AI Fluency initiative offers a bold model: beginning with the Class of 2029, all undergraduates will graduate with AI fluency embedded in their core curriculum. Students will learn generative AI basics in general education seminars, progress through workshops in their First-Year Success courses, and explore AI deeply via the “Unlocking Generative AI” elective. Provost Ravi Bellamkonda describes graduates as “bilingual”. They are fluent both in their field and in applying AI responsibly. That vision resonates in K–12 as well. A Digital Promise survey shows that 88% of parents believe AI literacy is essential, yet many worry traditional schools aren’t up to the task. The AI Literacy Framework from Digital Promise provides five practical approaches districts can adopt:

Guidance for Adoption & Evaluation – choosing AI tools that respect equity, data privacy, and transparency.

Integration Across Subjects – embedding AI in English, math, history, arts, and science—not confining it to electives.

Just-in-Time Professional Learning – timely teacher training on emerging AI tools.

Powerful Learning Experiences – student-led projects like chatbot design, algorithm audits, and prototype creation.

Awareness & Agency – fostering critical reflection on bias, privacy, and responsible use.

Effective AI fluency weaves together algorithmic thinking, data literacy, ethical reasoning, and creative expression. But AI fluency demands more than skills, it calls for ethical grounding. Ohio State prohibits using generative AI to cheat while encouraging its use for creativity and discourse. We must teach our students to treat AI as a partner, not a shortcut. They must question the data behind it, identify biases, and protect privacy.

AI fluency isn’t some distant priority, it’s now. A Pew survey shows teen ChatGPT usage doubled from 2023 to 2024 . Globally, some regions mandate eight hours of AI instruction annually starting in elementary school. Those who delay leave students behind.

As a public school Superintendent, I commit to a dual strategy:

Strategic Implementation: Start early and introduce AI concepts in elementary grades integrating across middle school subjects. We’ll adapt the Digital Promise framework, and draw further inspiration from Ohio State and MIT models.

Community Empowerment: Provide professional development for teachers, host workshops for parents, and establish student ambassador teams who spread AI fluency into homes and neighborhoods.

Our goal is simple: every student should be able to understand, evaluate, use, and critique AI. In doing so, we honor our fundamental educational aim: Not just to prepare students for what the world is, but for what it will become.

I envision students equipped not only to navigate AI-powered industries but to lead innovation within them. These will be students who don’t just adapt to the digital world, they drive its future. And in that, we see the promise of public education fulfilled.

Until next time...