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Student
AI Use Guidelines

Artificial Intelligence is rapidly reshaping how students learn, create, and demonstrate understanding. Defining AI use helps educators balance two truths: Students need opportunities to practice skills without AI. Students also need guided practice using AI responsibly, because it is already part of their learning and future.

Step #1: Teachers select and communicate how students can use AI for each assignment.

The following AI Use Guidelines provide teachers and students with a shared language for when and how to use AI in learning. This structure supports ethical use, academic integrity, deeper learning while preparing students for an AI-enabled world, and ensures AI use supports—not replaces—student thinking. 

Different learning goals require different levels of independence. Some assignments are designed to assess a student’s individual knowledge and skills, while others emphasize planning, revision, collaboration, or critical evaluation. AI use is adjusted accordingly to support learning without replacing student thinking. Together, we can bring consistency, transparency, flexibility, support, and guidance to students.

Student AI Use GuidelinesDownload

AI is not allowed for this assignment.

What this means

  • You must complete all thinking, drafting, and revising on your own.
  • Do not use AI for ideas, outlines, summaries, or editing.

Safe student practice

  • Use class notes, readings, and your own work.
  • Ask your teacher for help.

AI can help polish student work. Students must develop and create without AI assistance.

+ AI Can

  • Make spelling corrections
  • Make grammar suggestions
  • Format citations
  • Provide feedback on your organization or structure

– AI Should Not

  • AI should not add ideas, examples, arguments, explanations, or content of any kind
  • AI should not rewrite content
  • AI should not draft or generate sentences, paragraphs, or submission-ready text

Students may use AI for pre-task planning only.

+ AI Can

  • Brainstorm ideas
  • Develop possible angles and guiding questions
  • Create outlines using headings or bullet points only
  • Identify keywords, research questions, or types of sources
  • Do initial background research

– AI Should Not

  • AI should not rewrite content
  • AI should not draft or generate sentences, paragraphs, or submission-ready text

🔍 Students should be able to explain and defend every part of their assignment submission.

Students may use AI as a learning collaborator, with revision and evaluation required.

+ AI Can

  • Help with idea generation
  • Draft an outline (must be revised)
  • Provide feedback on clarity, reasoning, or structure
  • Generate working text (such as sentences, examples, or explanations) to support learning
  • Suggest keywords, research questions, or alternative approaches
  • Identify types of reliable sources (summaries optional, teacher-directed)

Assignment Requirements

  • AI-generated text must be evaluated, revised, rewritten, and properly cited
  • AI outputs may not appear unchanged in the final submission.
  • Do not copy AI outputs directly. Students must modify all AI-generated content and substantially rewrite content in their own words
  • AI must be properly cited
  • Students must demonstrate AI literacy (bias, limitations, accuracy)
  • Do not use AI text you do not understand

🔍 Students should be able to explain and defend every part of their assignment submission.

Students may use AI for exploration, innovation, experimentation, and analysis, with citations and critique.

+ AI Can

  • Help students experiment with AI capabilities
  • Generate full explanations, scenarios, or content for parts of the assignment
  • Compare multiple perspectives or solutions
  • Help test ideas, scenarios, or solutions
  • Support creative or analytical exploration
  • Generate content, followed by student critique and documentation

Assignment Requirements

  • AI must be properly cited
  • Do not use AI text you do not understand
  • AI-generated content may appear in the final submission only when explicitly allowed and properly cited
  • Student analysis, critique, and reflection of AI outputs are required
  • Students must demonstrate AI literacy (bias, limitations, accuracy)
  • Students must feflect on how AI influenced their thinking

 🔍 Students should be able to explain and defend every part of their assignment submission.

📌 Documentation and reflection are required.

Teachers may approve some, all, or none of the following AI-supported tasks depending on the assignment.

Tier 2: AI Editing
Fix mechanics and organization only. No content creation.

Language & Mechanics
unchecked Spell check
unchecked Grammar and punctuation check

Citations & Formatting
unchecked Format citations using a required style (MLA / APA / Chicago)
unchecked Check citation consistency using student-provided sources only
unchecked Identify missing citation elements (author, date, page number, etc.)

Structure (Not Ideas)
unchecked Identify sections that may need reordering for clarity
unchecked Feedback on organization or paragraph order
unchecked Sentence-level clarity flags (identify confusing sentences without rewriting)

Not allowed: idea generation, examples, explanations, rewritten sentences, or new content of any kind.

Tier 3: AI Planning
Support thinking before writing. No draft language.

Idea Development
unchecked Brainstorm possible topics or angles
unchecked Generate guiding or research questions
unchecked Suggest claims to explore (not writing them)

Organization
unchecked Create outlines using headings and bullet points only
unchecked Help sequence ideas logically before drafting

Early Research Direction
unchecked Propose questions to guide research (not summaries or explanations)
unchecked Suggest keywords or search terms
unchecked Identify types of sources to look for (e.g., primary vs. secondary)

Not allowed: sentences, paragraphs, examples, explanations, or submission-ready text.

Tier 4: AI & Student Collaboration
Students evaluate, revise, and rewrite.

Research Support:
unchecked Suggest keywords or refined research questions
unchecked Identify types of reliable sources
unchecked List example source outlets or databases (links allowed)
unchecked Compile facts, data, or excerpts for possible consideration
unchecked Provid short summaries of sources for understanding only

Refinement & Feedback:
unchecked Feedback on clarity, logic, or strength of arguments
unchecked Identify gaps, assumptions, bias, or inaccuracies
unchecked Suggest alternative approaches

Working Content (With Guardrails)
unchecked Generate example sentences, explanations, or code as working text (must be substantially revised and cited like any source)

Requirements:
Students must critically evaluate accuracy, identify bias or errors, substantially revise or rewrite in their own words, and cite AI like any other source. AI-generated content may not appear unchanged in the final submission.

Tier 5: AI Exploration
Advanced use focused on analysis, critique, and insight.

Comparative & Analytical Tasks
unchecked Compare multiple perspectives, solutions, or models
unchecked Evaluate trade-offs, strengths, and limitations
unchecked Explore ethical implications or unintended consequences

Generation with Critique
unchecked Generate full explanations, scenarios, simulations, or models
unchecked Produce AI-generated content that is explicitly analyzed and critiqued by the student

Synthesis & Insight
unchecked Help surface novel connections or patterns
unchecked Support hypothesis testing or scenario exploration

Requirements:
AI-generated content may appear in the final submission only when explicitly permitted by the teacher and must include documentation, citation, and student critique demonstrating independent understanding.

Step #2: Student AI Prompting

AI can be a powerful learning tool—but only when it is used with intention. The universal template is designed to both slow, limit, and control AI outputs, while also preserving student thinking, protecting the learning process, and making AI use visible & defensible.

The following universal prompts are designed to help students pause before they ask, clearly define what help is allowed, and keep their own thinking at the center of the work. By setting context, limits, and expectations before AI responds, students learn to use AI as a planning and learning partner rather than a shortcut. This approach protects the learning process, supports academic integrity, and helps students build the skills they will need to use AI thoughtfully and responsibly in school and beyond.

Why do we need to limit AI? AI tools are designed to generate polished, submission-ready answers by default. Without clear boundaries, they can easily replace the productive struggle that leads to learning. Teaching students to write precise, bounded prompts puts intentional “brakes” on AI output—keeping its use aligned with assignment expectations and reinforcing that AI is an assistant, not a substitute for student thinking and work.

As students move beyond guided AI tutors and begin using more flexible tools, they must take greater responsibility for slowing AI down. Learning how to apply these brakes is a critical skill—one that ensures AI supports understanding, reflection, and growth rather than doing the work for them.

When students are allowed to use AI for a specific purpose, their prompt should clearly define the task, the boundaries, and the role the AI is allowed to play. A well-written student prompt does not simply ask for help; it establishes the learning context, defines firm boundaries, and tells the AI exactly how to respond.

Strong prompts include three essential components. First, context explains the assignment, grade level, subject, and learning goal so the AI understands the academic setting. Second, permission limits state precisely what the AI is allowed to do—and just as importantly, what it is not allowed to do. Third, output constraints specify the form the response should take, such as bullet points, guiding questions, or outlines, rather than polished writing.

For example, when AI is approved only for brainstorming, the prompt should explicitly allow idea generation, guiding questions, or thematic bullet points, while clearly prohibiting sentences, paragraphs, or draft writing. The district templates are designed to intentionally slow AI output, protect the thinking process that leads to learning, and ensure AI use is transparent, appropriate, and defensible for both students and teachers.

Student Universal AI Prompt

Student Responsibility: I am responsible for all final ideas, writing, and conclusions. AI is used only as approved by the teacher. I understand I should be prepared to explain, document, or recreate anything influenced by AI, including how I used AI-generated responses.

When your teacher allows AI support for an assignment, copy-and-paste the following template into your AI platform and replace [bracketed content] with assignment-specific details.

Role + Class Context
You are an expert [grade level] [subject] teacher and learning coach helping a student with a [type of assignment]. Keep responses age-appropriate. Support my thinking without doing the work for me. Preserve my voice and ideas.

Assignment Task
I am working on this assignment:
[Paste assignment prompt, requirements, or describe it briefly]

Learning Goal
I am trying to learn or show understanding of:
[What the teacher wants you to show and know]

Allowed AI Use (Teacher-Approved Only)
Your role is limited to the approved AI uses listed below. You may ONLY help with:
[List ALL allowed AI uses clearly (Example: brainstorming ideas, generating guiding questions, organizing ideas into bullet points, giving feedback on structure).]

Output Rules
– Do NOT write sentences, paragraphs, or a final draft
– Do NOT draft or revise submission-ready text
– Do NOT add ideas, claims, or sources
– Do NOT complete any part of the assignment
– Do NOT fabricate sources, data, quotes, or research
– Stop after completing the allowed task. Do not move on to drafting, summarizing, rewritting or refining unless explicitly instructed.

Format & Output Constraints
Respond only using:
[Bullet points / outline headings / guiding questions / checklist / feedback notes]
Do not produce polished writing.

Clarifying Questions (Required First)
Before responding, ask me 2–4 clarifying questions about the assignment, rubric, length, tone, or sources.

AI Self-Check (Required)
Before finishing, confirm that:
– AI did not write ot rewrite submission-ready text
– AI did not add ideas or sources
– AI stayed within the approved task

Optional Context (If Helpful)
Current working draft, class notes, rubric, examples, or teacher guidance:
[Paste here]

Consider adding the following guidelines for tier-specific assignments.

Tier 2
AI Editing

TASK (DO ONLY THIS)
I will paste my draft. Please do only the following:

– Identify grammar, spelling, and punctuation errors (list them with suggested fixes).
– Check sentence clarity and flag confusing wording without rewriting it.
– Format or correct my citations in [MLA / APA / Chicago] using only the sources I provide.

Do NOT rewrite sentences, add ideas, or change my meaning.

Tier 3
AI Planning

TASK (DO ONLY THIS)
Help me plan my work before I write. Provide only:

– Brainstormed topic ideas or angles related to the assignment
– Guiding questions I should answer in my paper or project
– A simple outline using headings and bullet points only
– Suggested research directions (keywords, themes, or types of sources—not summaries or explanations)

Do NOT write paragraphs, sample responses, or draft text.

Tier 4
Collaboration

TASK (DO ONLY THIS)
Help me collaborate on specific parts of this assignment by doing the following:

– Generate ideas, examples, or explanations for this specific section or concept: [clearly define it]
– Offer feedback or suggestions to improve clarity, organization, or accuracy
– Identify assumptions, bias, gaps, or areas that may need verification

Do NOT produce a final draft.
Do NOT write text intended to be submitted without revision.
All AI-generated content must be evaluated, revised, or rewritten by me.


Tier 5
AI Exploration

TASK (DO ONLY THIS)
Help me explore this topic or problem by doing the following in order:

Help me explore this topic or problem by doing the following in order:

– Generate multiple approaches, perspectives, or possible solutions related to the task
– For each approach, identify:
• strengths and limitations
• assumptions or potential bias
• missing, uncertain, or disputed information

– Clearly flag areas that require verification, evidence, or further research
– Help me compare options and explain why one approach may be more effective, ethical, or appropriate than another
– Support me in generating new insights, connections, or questions, not summaries or final answers

Do NOT write a submission-ready response.
I am responsible for all conclusions and final work.

Step #3: Citing & Documenting AI

Level 1: Process Note

Students share a brief Process Note with the assignment submission to document their AI use.

Primarily used for everyday assignments, students include a one-sentence description. This acknowledgment is designed to limit documentation fatigue while practicing responsible AI use.

Examples Process Notes:

Tier 1: “No AI used.”
Tier 2: “I used AI to check grammar only.”
Tier 3: “AI helped me outline my ideas; I wrote the draft myself.”
Tier 4: “AI generated three arguments; I fact-checked and selected the argument that most aligned with my paper. I then substantially rewrote all content for my final draft.”
Tier 5: “AI simulated my data; I evaluated its accuracy and limitations.”

Level 2: AI Citation+ Student Attribution (MLA, APA, or Chicago)

In this citation level, students cite AI as they would any source, because it is a source when it contributes ideas, structure, or language. This teaches academic integrity aligned with higher education’s emerging standards. Students must also include an attribution statement.

See the most updated recommendations on citing AI here: MLA, APA, Chicago

Citation Examples:

Tier 2 MLA Citation with Annotation

Google. “Proofread this paragraph for grammar only.” Gemini, version 2.0, Google, 12 Feb. 2026, https://gemini.google.com/.  
AI was used only to check grammar. No content was generated.
Tier 3 MLA Citation with Annotation

Google. “Brainstorm possible themes for The Outsiders and suggest an outline structure.” Gemini, version 2.0, Google, 12 Feb. 2026, https://gemini.google.com/.  
AI helped me brainstorm possible themes and outline my structure. I wrote the full essay myself.
Tier 4 MLA Citation with Annotation

Google. “Provide three counterarguments to the claim that social media benefits teens.” Gemini, version 2.0, Google, 12 Feb. 2026, https://gemini.google.com/.  
AI generated three counterarguments. I evaluated them for accuracy, rewrote each one, and added evidence from our class sources.
Tier 5 MLA Citation with Annotation

Google. “Analyze the environmental impact of rising ocean temperatures and predict outcomes for three marine ecosystems.” Gemini, version 2.0, Google, 12 Feb. 2026, https://gemini.google.com/.  
AI generated preliminary environmental predictions. I checked each claim for accuracy, corrected errors, and wrote my own conclusions and limitations analysis.”

Level 3: AI Use Documentation 

In this level, students must maintain a complete record of all AI prompts and outputs in their assignment process.

1. Prompt(s): Students copy/paste the exact prompt(s) they entered into a Google Doc (or teachers choice).

2. Summarize key outputs: Students include the relevant responses (trimmed for clarity).

3. Evaluation of the AI outputs: Students briefly analyze accuracy, bias, missing nuance, revisions they made, and what they kept and why.

4. Reflection: What did AI help you understand? What did you have to correct? How did you ensure this reflects your thinking?

5. Optional: Students link to their Google Document for full copy/paste of prompts and outputs.
Tier 2 Documentation

1. Prompt: “Please check this paragraph for grammar and punctuation only: [student text]. Do not rewrite sentences or add ideas…”

2. AI Output (Summarized): Gemini corrected two punctuation errors and suggested removing one comma. No content or new ideas were added.

3. Student Evaluation: I reviewed the corrections and agreed with them. There were no changes to meaning or sentence structure, so it followed the Tier 2 rules. Gemini also flagged one passive-voice sentence, but since rewriting it would change the tone, I kept it as-is.

4. Student Reflection: Using AI this way helped me spot minor mechanical issues I usually miss. It didn’t change any ideas, so the writing is still entirely mine. I learned that grammar suggestions are okay, but anything more would break Tier 2 rules.

5. Optional: Students link to their Google Document for full copy/paste of prompts and outputs.
Tier 3 Documentation

1. Prompt: “Brainstorm 5 possible themes for The Outsiders and suggest an outline for a literary analysis essay…”

2. AI Output (Summarized): Themes generated: Identity, Belonging, Class conflict, Brotherhood, The impact of violence. Suggested outline included: introduction, thesis suggestions, three body paragraphs, and a conclusion.

3. Student Evaluation: The theme suggestions were accurate and matched things we discussed in class. The outline was helpful for organizing the structure, but I changed the order of paragraphs and wrote my own thesis. I also ignored the body paragraph suggestions because they felt too generic.

4. Student Reflection: AI gave me a starting point when I felt stuck. I chose the “belonging” theme on my own and wrote all sentences myself. Tier 3 worked well because I used AI only for planning and not for any actual drafting.

5. Optional: Students link to their Google Document for full copy/paste of prompts and outputs.
Tier 4 Documentation

1. Prompt: “Provide three counterarguments to the claim that social media benefits teens…”

2. AI Output (Summarized): Counterarguments included: Increased risk of cyberbullying, negative impact on mental health, and distraction from academic responsibilities. Gemini also added two statistics that were not sourced.

3. Student Evaluation: The theme suggestions were accurate and matched things we discussed in class. The outline was helpful for organizing the structure, but I changed the order of paragraphs and wrote my own thesis. I also ignored the body paragraph suggestions because they felt too generic.

4. Student Reflection: AI gave me a starting point when I felt stuck. I chose the “belonging” theme on my own and wrote all sentences myself. Tier 3 worked well because I used AI only for planning and not for any actual drafting.

5. Optional: Students link to their Google Document for full copy/paste of prompts and outputs.
Tier 5 Documentation

1. Prompt: “Analyze the environmental impact of rising ocean temperatures and predict outcomes for coral reefs, kelp forests, and coastal fisheries…”

2. AI Output (Summarized): Gemini predicted that Coral reefs would increase bleaching events and species decline. Kelp forests: reduced growth due to temperature stress. And coastal fisheries: declines in fish populations, disrupted food webs. Gemini also predicted a 70% collapse in coral reefs by 2050 (citation unclear).

3. Student Evaluation: Some predictions matched the NOAA report we read, but the “70% collapse” claim was inaccurate—NOAA’s actual estimate is 30–50%, depending on emissions scenarios. Gemini did not address human-led mitigation, so I added a paragraph about restoration. I reorganized the predictions into short-term vs. long-term impacts for better clarity.

4. Student Reflection: AI gave me a big-picture overview but also included exaggerated numbers. Tier 5 helped me practice evaluating scientific claims and not accepting AI output at face value. The assignment felt more meaningful because I had to compare AI-generated predictions with real research and explain the differences.

5. Optional: Students link to their Google Document for full copy/paste of prompts and outputs.