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Board hears district plan to pilot and govern artificial intelligence in classrooms and operations
Summary
Technology and curriculum leaders described a planned three‑year approach to AI that includes adopted teacher tools, pilots of Claude and Microsoft Copilot, professional development, student‑facing pilots and work with Advanced Learning Partnerships to draft district policy and scope and sequence.
Middleton‑Cross Plains Area School District leaders told the Board April 7 they have begun piloting and formally adopting limited artificial intelligence tools for instructional and operational use while developing guidance, training and a multi‑year implementation plan.
Director of Technology Brian Miles and curriculum leaders presented an overview of the district’s work group, a readiness assessment completed in February 2025, and a set of seven guiding principles the team is using: student‑centered learning, equity, teacher empowerment, ethical use, safety and security, continuous innovation and data protection.
Presenters said the district has formally adopted a teacher‑facing AI tool the presentation identified as “Bridal” that integrates with the district’s Google environment to support teacher workflows such as translation, text leveling and lesson drafting. The district is also piloting Google Gemini (available inside the district’s Google suite), Anthropic’s Claude and Microsoft Copilot for administrative synthesis tasks and operations where staff can securely upload documents for summarization. Presenters told the board the district is intentionally prioritizing tools that keep student and staff data inside district‑controlled systems where possible.
A student‑facing pilot, described by staff as an always‑available tutoring tool, is running at select elementary classrooms; presenters said the tool uses prerecorded decision trees and voice recognition and stores only a child’s first name. The district said access for enrolled students can be used in school or at home through Google single sign‑on.
Staff described professional development already underway — including conference attendance and targeted trainings for high‑school staff, operations coordinators and administrative assistants — and said they will continue to expand training opportunities. The district is working with Advanced Learning Partnerships (ALP) to draft a three‑year implementation plan, and curriculum staff said they have a draft scope and sequence for AI instruction from grade 3 through high school that will be refined with library/STEAM staff.
Board members focused questions on academic integrity, parental communication, equity of access and how to measure adoption. Presenters said the district is reviewing academic‑integrity and plagiarism policies in tandem with any AI policy; they recommended clear assignment expectations, citation practices and teacher scaffolding so students learn to evaluate and use AI ethically rather than simply to shortcut work. The district also raised Title IX and DPI compliance as considerations when choosing tools and trainings.
Directives and next steps included continued pilots, drafting a district AI plan and policy with ALP this spring and summer, refining a developmentally appropriate AI scope and sequence, and returning to the board with more concrete timelines and examples of classroom usage as work progresses.
