AI Use Guidelines
Artificial Intelligence
Use Guidelines
Empowering students and educators to use AI thoughtfully, ethically, and confidently — preparing every learner for the world ahead.
AI is a skill for life.
We teach students to use it well.
Brockport CSD believes AI is a transformational tool — and we are proud to be a district that embraces it. These guidelines exist not to restrict AI, but to ensure students engage with it in ways that deepen their thinking, support their integrity, and build real, lasting skills. We trust our educators and our students, and we are committed to supporting both.
Helpful vs. Counterproductive AI Use
The line isn't about using AI — it's about whether AI is helping you grow or helping you skip the growth entirely.
Expectations
1.Keep Your Work Visible in Microsoft 365
Complete school assignments in your Microsoft 365 account. Version history should reflect genuine work over time — drafts, edits, and revisions are part of demonstrating authentic learning.
2.Be Ready to Talk About Your Work
One of the most valuable skills in working with AI is being able to explain what you did and why. Teachers may ask you to:
- Walk through your thinking or creative process
- Describe how and where AI contributed
- Discuss what you chose to keep, change, or reject from AI suggestions
This isn't a test — it's an opportunity to show your learning and build real AI fluency.
3.Cite Your AI Use
Citing AI is like citing any other source — it's honest, and it's good academic practice. Include the tool name, your purpose for using it, and the date.
Example Citation
"I used Microsoft Copilot on March 18, 2026, to brainstorm ideas and get feedback on the clarity of my thesis statement."
MLA
“Microsoft. Copilot. Response to "Summarize the causes of World War I." 19 May 2026, copilot.microsoft.com.”
APA
Microsoft. (2026, May 19). Response to "Summarize the causes of World War I" [AI language model]. Copilot. https://copilot.microsoft.com/"
4.Protect Your Privacy
Never enter personal information, sensitive data, or school-confidential content into AI tools. Follow all district technology and acceptable use policies. When in doubt, leave it out.
Brockport CSD's AI guidelines are built on trust, curiosity, and professional judgment. Teachers are expected to approach AI use as educators — designing great learning experiences, having open conversations, and modeling the thoughtful AI practices we want students to develop. These guidelines are not a framework for surveillance or suspicion.
Teachers are expected to:
→Model responsible AI use and share how you use AI in your own professional practice
→Design assignments that emphasize authentic thinking, process, and reflection
→Approach student AI use with curiosity first — assume good faith
→Use Microsoft 365 version history to understand student process — not to build a case
→Never use AI detection tools as evidence — they are statistically unreliable and must not drive any decision about a student
If a teacher has questions about how a student used AI, the first and primary response is always a conversation. The vast majority of situations are fully resolved through honest dialogue. This process is rooted in learning and relationship, not discipline.
π¬
Start with a Conversation
Talk with the student — not to interrogate, but to understand. Ask them to share their process, describe their thinking, and explain how they approached the work. Most questions are fully resolved here. These conversations are valuable learning moments in themselves, regardless of what they reveal.
π
Consider the Full Picture — Together
If genuine questions remain after talking, look at context holistically — never from a single signal in isolation:
- The assignment's AI designation and how it was communicated
- Microsoft OneDrive / Word version history showing work over time
- The student's own explanation of their process
- The student's overall body of work and growth
AI detection tools carry high false-positive rates and must not be used as evidence at any stage of this process.
π±
Respond with Learning as the Goal
The right response in nearly every situation is reteaching, re-attempting, or continued conversation. If a student misunderstood expectations, that is an invitation to clarify and support — not to penalize. Formal academic integrity procedures are reserved for clear, repeated, and intentional misrepresentation, and are always handled collaboratively with administration — never by a teacher acting alone out of frustration with AI.
The best AI-integrated assignments make it easy for students to show real thinking. Consider building in:
π Drafts & checkpoints
βοΈ In-class writing components
π£οΈ Oral explanations
π‘ Personal & experience-based prompts
π€ Collaborative discussion
π Process reflections
π€ Presentations
π AI use logs or journals
πTutor resources (Khanmigo)
-
1.Keep Your Work Visible in Microsoft 365
Complete school assignments in your Microsoft 365 account. Version history should reflect genuine work over time — drafts, edits, and revisions are part of demonstrating authentic learning.
2.Be Ready to Talk About Your Work
One of the most valuable skills in working with AI is being able to explain what you did and why. Teachers may ask you to:
- Walk through your thinking or creative process
- Describe how and where AI contributed
- Discuss what you chose to keep, change, or reject from AI suggestions
This isn't a test — it's an opportunity to show your learning and build real AI fluency.
3.Cite Your AI Use
Citing AI is like citing any other source — it's honest, and it's good academic practice. Include the tool name, your purpose for using it, and the date.
Example Citation
"I used Microsoft Copilot on March 18, 2026, to brainstorm ideas and get feedback on the clarity of my thesis statement."
MLA
“Microsoft. Copilot. Response to "Summarize the causes of World War I." 19 May 2026, copilot.microsoft.com.”
APA
Microsoft. (2026, May 19). Response to "Summarize the causes of World War I" [AI language model]. Copilot. https://copilot.microsoft.com/"
4.Protect Your Privacy
Never enter personal information, sensitive data, or school-confidential content into AI tools. Follow all district technology and acceptable use policies. When in doubt, leave it out.
-
Brockport CSD's AI guidelines are built on trust, curiosity, and professional judgment. Teachers are expected to approach AI use as educators — designing great learning experiences, having open conversations, and modeling the thoughtful AI practices we want students to develop. These guidelines are not a framework for surveillance or suspicion.
Teachers are expected to:
→Model responsible AI use and share how you use AI in your own professional practice
→Design assignments that emphasize authentic thinking, process, and reflection
→Approach student AI use with curiosity first — assume good faith
→Use Microsoft 365 version history to understand student process — not to build a case
→Never use AI detection tools as evidence — they are statistically unreliable and must not drive any decision about a student
-
If a teacher has questions about how a student used AI, the first and primary response is always a conversation. The vast majority of situations are fully resolved through honest dialogue. This process is rooted in learning and relationship, not discipline.
π¬
Start with a Conversation
Talk with the student — not to interrogate, but to understand. Ask them to share their process, describe their thinking, and explain how they approached the work. Most questions are fully resolved here. These conversations are valuable learning moments in themselves, regardless of what they reveal.
π
Consider the Full Picture — Together
If genuine questions remain after talking, look at context holistically — never from a single signal in isolation:
- The assignment's AI designation and how it was communicated
- Microsoft OneDrive / Word version history showing work over time
- The student's own explanation of their process
- The student's overall body of work and growth
AI detection tools carry high false-positive rates and must not be used as evidence at any stage of this process.
π±
Respond with Learning as the Goal
The right response in nearly every situation is reteaching, re-attempting, or continued conversation. If a student misunderstood expectations, that is an invitation to clarify and support — not to penalize. Formal academic integrity procedures are reserved for clear, repeated, and intentional misrepresentation, and are always handled collaboratively with administration — never by a teacher acting alone out of frustration with AI.
-
The best AI-integrated assignments make it easy for students to show real thinking. Consider building in:
π Drafts & checkpoints
βοΈ In-class writing components
π£οΈ Oral explanations
π‘ Personal & experience-based prompts
π€ Collaborative discussion
π Process reflections
π€ Presentations
π AI use logs or journals
πTutor resources (Khanmigo)
Brockport students are ready for what's next.
AI is already woven into every career, creative field, and civic space. We are committed to ensuring every Brockport student graduates not just aware of AI — but genuinely skilled in using it with wisdom, curiosity, and integrity.