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Richmond Community Schools policy group advances AI policy framework, seeks clearer discipline process
Summary
Policy committee reviewed AI policy 75-40.09 and its administrative guideline (AG7540.09); teachers pressed for clearer, consolidated consequences and building-level enforcement steps; committee favored broad policy language plus teacher/student attachments and proposed routing specifics through administrative guidelines.
Richmond Community Schools’ policy committee on the policy meeting examined a proposed artificial intelligence policy, 75-40.09, and its accompanying administrative guideline, AG7540.09, with district tech and classroom staff present to answer questions.
Speaker 1 said the administrative guideline is intended to be more specific and easier to revise than the board policy itself, and that the guideline “specifies this is how we're gonna do it.” The committee discussed keeping the policy broad and using attached handouts for teachers and students so users can see concrete examples and steps.
Teachers and classroom staff pressed for clearer language about disciplinary consequences and who makes discipline decisions. Speaker 3 asked, “What determines whether it goes up to that point of suspension or someone losing their job over it? Who exactly makes that decision?”
Speaker 5 read the drafted consequences aloud: “Students may be disciplined for violations up to and including suspension or expulsion. Staff may be disciplined for violations up to and including suspension or termination of employment. And then the administration will refer any illegal acts to law enforcement.” That language prompted follow-up questions about how existing student conduct and acceptable-use policies intersect with the AI policy.
District staff and tech representatives said building-level administrators will generally handle discipline under the district’s established conduct ladders and that student and staff acceptable-use agreements already cross-reference disciplinary steps. Speaker 8 explained those cross-references and noted that attaching teacher- and student-facing guidance to the administrative guideline would give users a single-page resource with examples and expected behaviors.
Several committee members supported a two-tier approach: a concise, durable policy that authorizes safe AI use and an administrative guideline with regularly updated, user-facing attachments for teachers and students. Speaker 7 emphasized training: “The goal here isn't really to outline punitive. It's to outline proactivity,” adding that the district’s technology training and acceptable-use agreements give administrators latitude to respond to violations.
The committee asked staff to incorporate clearer process language that explains where disciplinary steps live (policy vs. cross-referenced handbooks and guidelines) and to supply attachments for teacher and student audiences. No formal vote on adoption occurred; staff were directed to redline the guideline and return with suggested attachments and wording for clarity.
What’s next: Staff will revise the administrative guideline to include teacher- and student-facing attachments and clarify where disciplinary procedures are documented, then bring the redlined documents back to the policy group and, if appropriate, to the full board for consideration.
