AI and RCPS
Roanoke County Public Schools
Artificial Intelligence in RCPS
Teaching students to think — with AI, not instead of it.
Artificial intelligence is becoming a regular part of everyday life, and education is no exception. RCPS is committed to helping students use AI tools thoughtfully and responsibly while continuing to build the critical thinking, creativity, collaboration, and communication skills that will serve them for a lifetime.
AI is a part of computer science focused on creating systems that perform tasks traditionally handled by people. In education, it offers real opportunities to enhance learning, improve efficiency, and strengthen engagement across our school community — and its use aligns directly with RCPS’s C-Change Framework, which prepares students to be Opportunity Ready through critical thinking, creativity, collaboration, communication, and citizenship.
Generative AI — the kind that creates text, images, music, and video from a prompt — can appear highly capable, but it relies on patterns and predictions rather than true understanding. That’s why students need strong critical-thinking skills to evaluate what AI produces, understand its strengths and limits, and consider its broader impact on society. AI is a powerful tool, but it is created and guided by people — human judgment continues to play the most important role in how it’s used to support teaching and learning.
Our commitment to families
RCPS is committed to reducing cognitive offloading — when students let a tool do the thinking for them instead of engaging in the learning process. Students should demonstrate their own understanding first, then use AI to extend, refine, and elevate their work.
Teachers assign every task one of three AI Learning Zones. If a zone isn’t specified, students should always assume Zone 0 — no AI use.
Read our message to families →Guiding Principles
Guiding Principles for AI in Education
Ten principles anchor every decision RCPS makes about AI in the classroom — from the tools we approve to how teachers introduce them to students.
Ethical & Responsible Use
AI must align with educational values, ensuring respect for individual rights.
Accessibility
AI tools should be usable by all students, with accommodations available for varying needs and abilities.
Privacy & Security
Robust policies protect personal data, ensuring compliance with applicable laws including FERPA and COPPA.
Human Oversight & Control
Educators and administrators remain central to AI-related decision-making.
Transparency
We communicate openly about AI’s role, so stakeholders understand how it impacts learning.
Stakeholder Engagement
Students, parents, teachers, and the community are involved in AI-related decisions.
Pedagogical Effectiveness
AI should support instructional practices and improve learning outcomes.
Creativity & Critical Thinking
We encourage innovative use of AI while fostering a critical approach to technology.
Continuous Professional Development
Ongoing training helps staff integrate AI into their practice effectively.
Balanced Integration
AI should complement — never replace — traditional teaching methods and human interaction.
AI Learning Zones
The right level of AI, matched to the task
Before work begins, teachers tell students which zone applies to an assignment. If no zone is given, students should assume Zone 0. Each zone reflects a different learning purpose — not a ranking of “better” or “worse.”
Independent Academic Work
No AI Tools
Students complete all work independently, using only their own original ideas and skills.
- No AI tools used
- Demonstrates individual ability
- Used for tests, assessments, and skill-building tasks
For educators: using this zone
Assign this zone when
- You are assessing a specific skill or knowledge the student must demonstrate
- The task is a formal assessment, quiz, or test
- Building independent fluency is the learning goal
Look fors
- No AI tools open or in use during the task
- Work reflects the student’s own voice and reasoning
- Student demonstrates skills at their current level of growth
Assessment notes
- Grade the work as a direct measure of independent ability
- Any undisclosed AI use is an academic integrity violation
- Use results to identify students who may need targeted support
Strategic AI Implementation
AI as a Thinking Tool
Students use AI as a support tool — for brainstorming, research, or feedback — while the final thinking and voice remain their own.
- AI supplements student thinking
- Citations required
- Student can explain AI’s role in the work
For educators: using this zone
Assign this zone when
- You want students to use AI as a thinking tool, not a replacement
- The task benefits from brainstorming, revision, or research support
- Students need scaffolding to develop or refine complex ideas
Look fors
- Student is iterating — not accepting the first AI output
- AI is supplementing student thinking, not replacing it
- Citations are present; student can explain what AI contributed
- Final voice and reasoning are clearly the student’s own
Assessment notes
- Assess the student’s thinking and synthesis, not just the output
- Use process artifacts (drafts, prompts used) as evidence of learning
- Require a brief AI-use disclosure with each submission
Advanced AI Implementation
AI to Enhance & Elevate
Students use AI to create professional-quality products and explore complex ideas beyond their typical reach.
- AI citations required
- Student can defend all decisions
- Reflects real-world AI-assisted workflows
For educators: using this zone
Assign this zone when
- The goal is a polished, professional-quality product
- Students need to model real-world AI-assisted workflows
- The task involves creative or technical problem-solving at scale
Look fors
- Student output exceeds what they could produce unaided
- AI citations are present and accurately attributed
- Student can explain and defend choices made with AI support
Assessment notes
- Assess the quality of the final product and the student’s decision-making process
- Require reflection: “How did AI help you? What did you change or reject?”
- No citation is treated as an academic integrity violation at this zone
Academic integrity matters. Submitting AI-generated work as one’s own when a Zone 0 assignment has been given — or failing to cite AI use in Zones 1 or 2 — falls under the RCPS Student Created Work Policy. Students are encouraged to make ethical choices, ask questions when unsure, and always use AI in ways that strengthen rather than shortcut their learning.
K–12 Learning Progression
AI concepts, grade by grade
AI instruction grows with students — from noticing AI in daily life in kindergarten to evaluating AI policy as seniors. Select a grade band to see what’s taught, what students can do, and how RCPS keeps the experience safe and age-appropriate.
K–2Noticing AI — Awareness & Curiosity
Key Concepts
- AI is technology that does human-like tasks
- AI is all around us: voice assistants, auto-correct, face unlock
- Computers follow step-by-step instructions (algorithms)
- AI is made by people and can make mistakes
Students Can
- Name AI examples from their daily life
- Explain that AI follows instructions people wrote
- Sort or sequence objects, connecting to how computers learn patterns
- Describe one way AI can be wrong
Safeguards
- No direct student use of AI tools — teacher demo only
- No personal data entered into any system
- Unplugged, hands-on activities preferred
- Families informed when AI is discussed
Classroom Look Fors
- Students asking “how does it know that?”
- Unplugged sorting and sequencing activities in progress
- Teacher narrating AI demos, not just showing them
- Misconceptions (AI is magic or alive) gently corrected
3–5AI as a Tool — Learning from Data
Key Concepts
- AI learns from thousands of examples (machine learning)
- More and better data leads to better AI
- Search, translation, and image recognition all use AI
- Biased or incomplete data leads to unfair AI
Students Can
- Explain AI learning using an analogy
- Describe what training data is and give an example
- Train and test a simple model (e.g., Teachable Machine)
- Evaluate whether an AI result seems accurate
Safeguards
- Teacher-supervised tool use only
- No personal information shared with AI tools
- COPPA-compliant tools designed for K–5 only
- Establish the habit of verifying AI output before trusting it
Classroom Look Fors
- Students gathering or labeling data as part of a lesson
- Students testing AI output and noting errors
- Discussion: “who gets left out” when AI fails
- Students asking where AI got its information
6–8How AI Thinks — Systems, Bias & Ethics
Key Concepts
- Types of AI: image recognition, natural language processing, recommendation engines
- The ML pipeline: collect data → train model → test → refine
- Biased training data leads to biased outcomes
- AI collects user data — privacy matters
Students Can
- Trace the steps of training an ML model
- Analyze a real-world AI bias example
- Evaluate the privacy implications of an AI tool
- Identify hallucinations in AI-generated content
Safeguards
- Division-approved tools only, with teacher oversight
- Students understand their data may be stored or reused
- Clear academic integrity expectations established
- Psychological safety built before sensitive case studies
Classroom Look Fors
- Students mapping AI pipelines: data → output → who decided?
- Structured debate or Socratic seminar on an ethics case
- Students cross-checking AI output with verified sources
- Reflection on what could go wrong with the data
9–12AI & Society — Ethics, Policy & Creation
Key Concepts
- Generative AI: how large language models and image generators work
- Prompt engineering: input shapes output
- AI ethics: fairness, accountability, transparency
- AI governance, policy, and workforce impact
Students Can
- Explain at a conceptual level how a language model generates text
- Write and iterate on prompts to improve AI output
- Analyze an AI ethics case with a structured framework
- Evaluate a proposed AI policy and argue a position
Safeguards
- Explicit, division-wide AI academic integrity policy
- Students understand data retention and terms of service
- Direct instruction on deepfakes and AI misinformation
- Awareness of cognitive offloading — knowing when to think independently
Classroom Look Fors
- Students iterating on prompts rather than accepting the first output
- Analysis of real policy documents, legislation, or company statements
- Students connecting AI topics to their own future careers
- Students defending an original, reasoned position on an AI issue
For Educators
Acceptable uses & best practices
Student work should always demonstrate independent thought, careful attribution, and only the collaboration a teacher has explicitly authorized.
Acceptable uses of AI, when teacher-authorized
- Research assistance — gathering information efficiently, with proper citation
- Writing support — enhancing grammar and clarity while the final submission reflects the student’s own thoughts and effort
- Data analysis — assisting with datasets that meet legal and division guidelines
- Accessibility support — supporting students with disabilities as specified in an IEP or 504 Plan
- Language translation — ensuring accuracy and appropriateness
- Simulations & modeling — creating educational simulations aligned with learning goals
- Other instances — explicitly conveyed by the teacher
Key characteristics of student-created work
- Independent thought — original work demonstrates the student’s personal insight and understanding
- Plagiarism awareness — students properly cite sources, acknowledge borrowed ideas, and ensure the final product is their own contribution
- Authorized collaboration — collaborative work is permitted only within the guidelines a teacher provides
Best practices for utilizing AI
Understand the tools first
- Explore tools yourself before introducing them to students
- Stay informed as AI technology evolves quickly
Protect privacy & consider equity
- Never input personally identifiable information about yourself or students
- Ensure assignments don’t rely solely on AI access students may not have at home
Educate students about the tools
- Teach the ethics of AI use, including plagiarism, copyright, and bias
- Be honest about how AI works and where it falls short
Set clear expectations
- Establish guidelines for when and how AI may be used
- Check in frequently to confirm students understand the expectations
Enhance your professional practice
- Use AI to personalize learning and streamline routine tasks
- Share what’s working with colleagues and adjust as you go
Examples of acceptable AI tools & uses
Project help
- Planning a project timeline
- Organizing research and notes
- Breaking big assignments into smaller tasks
- Creating outlines
Writing & communication
- Suggesting clearer phrasing
- Checking grammar and spelling
- Finding better words to express ideas
- Reviewing work for improvement
Research & information
- Finding reliable sources
- Organizing research notes
- Creating proper citations
- Understanding complex information
Practice & review
- Creating custom practice problems
- Making flashcards and review materials
- Providing immediate feedback
- Suggesting areas needing more practice
Creativity & problem-solving
- Brainstorming project ideas
- Suggesting different approaches
- Organizing creative ideas
- Finding new ways to solve challenges
Organization & planning
- Creating study schedules
- Making project checklists
- Setting up homework planners
- Tracking assignment progress