Gilroy Unified holds AI study session with outside advisor, directs staff to update existing policies

Eric Burmeister, founder of Solutionary Advisors, opened a special study session with Gilroy Unified’s board as part of a contract the district approved to support the "responsible and ethical integration of AI" in schools. Burmeister framed the session as informational and emphasized that no decisions would be made that night: "this is a public conversation and as you know no decisions are being made tonight but your input will help guide future policy development and staff guidance."

Burmeister described generative AI as cheaper, faster and more widely available than earlier tools and said it alters classroom practice, tests of student knowledge and notions of originality. He summarized district survey results that staff and students are already using AI for lesson planning, tutoring and creative projects and highlighted staff concerns about academic integrity, overreliance and privacy. "Staff are already exploring... they need guidance, professional development and clarity around what's encouraged, allowed and off limits," he said.

Trustees spent roughly 40 minutes in questions and discussion. Several trustees and staff signaled support for the option Burmeister and district leaders characterized as most agile: updating current policies (acceptable use, academic honesty and data-privacy agreements) rather than immediately drafting a standalone AI policy. Trustee Nelson said district administrators prefer modifying existing policies because "the technology is changing so quickly that if we write a policy now it will be outdated in less than a year." Trustee Delbono urged including students and families in the drafting process so policies reflect community values. Trustee Peno emphasized teacher supports and professional development, noting that "students are already using it and teachers aren't — that's a disconnect."

Staff committed to produce policy and guidance drafts and to prioritize professional development and age-appropriate guidance for students. The board’s informal direction was to start by modifying existing documents, ramp up staff capacity-building, pilot classroom guidance and revisit the question annually or sooner as needed. No formal vote was taken; the session was recorded as an opportunity to guide policymakers and staff work going forward.