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District staff says MPS needs an AI policy as use of generative tools rises; analytics show hundreds of AI‑enabled app requests
Summary
District attorney and technology staff presented a draft policy and data showing 445 applications that contain generative AI have been used on the district network; staff urged a clear policy, data governance and professional development to manage student and employee use.
Montgomery Public Schools staff presented a draft policy and usage analytics Sept. 9 arguing the district needs a clear artificial‑intelligence policy and a data‑governance committee to govern how generative‑AI tools are used by students and employees.
Attorney and staff presenter (recorded as Dr. Powell) described the rapid growth of AI tools on the district network and said staff found 445 distinct applications that include generative AI. He identified the top services flagged in the district’s Internet‑filtering logs, including Canva, OpenAI (ChatGPT), Microsoft Copilot, QuillBot and DeepAI, and said usage is widespread among students and staff.
Powell walked trustees through several network usage data points the district’s filtering system recorded: - Canva: 10,253 user identities made requests; the presenter said 78% of those requests came from student identities and 22% from employees. - ChatGPT/OpenAI: logged requests indicated 86,62 users (reported in presentation); the presenter said the majority of the top requesters were employees, though some student accounts also made requests. - Other tools (Copilot, QuillBot, plagiarism/check tools and image generators) showed mixed student/employee use patterns.
Powell told trustees the district needs a policy to set “rules of the road” for AI engagement, to protect student data and to reduce bias and misuse. He recommended forming a data‑governance committee to evaluate specific applications, to approve or block tools where appropriate and to coordinate professional development for educators.
Board members and administrators discussed policy options including full blocking, limited classroom use, citation requirements and teacher training. Trustees stressed the policy should be accompanied by professional development so teachers know acceptable instructional uses and so students are taught how to use AI tools responsibly.
Provenance: the AI usage analytics and policy draft were presented in the work session; staff referenced the district’s Internet‑filter logs and a statewide AI summit that helped inform the draft policy.
