AI Literacy
Overview
Digital Literacy Position Statement
Madison Public Schools is committed to equipping students with the digital literacy skills they need to thrive as informed, ethical, and empowered citizens in a rapidly evolving world. Critical thinking and decision-making skills are embedded in our instructional environment, aligning directly with the core belief that Artificial Intelligence (AI) is a partner, not a substitute for human thought. In partnership with our community and families, our responsibility extends beyond teaching technological skills to educating the whole child by balancing digital fluency with social-emotional growth and overall wellness.
As technology continues to shape every industry, including education, we recognize the unique role AI Literacy will play in our students’ lives. This makes it essential for us to model curiosity, responsible use, and a growth mindset as we explore these tools together. At the same time, we remain deeply committed to the importance of off-screen experiences that support students’ development, relationships, and well-being.
Beginning in the earliest grades, our students build foundational knowledge in navigating online environments safely and responsibly, learning the importance of privacy, balance, and positive digital behavior. As they advance, all students strengthen their skills in research, analysis, and ethical practice. Students are equipped to evaluate complex information, analyze media with a critical lens, and engage with emerging technologies in thoughtful, impactful ways. Students are not only consumers, but also innovators and makers.
Aligned with the district’s Profile of a Graduate, this vision ensures that students not only protect their digital well-being but also grow responsibly and contribute positively to their communities in both academic and real-world contexts.
Two Frameworks
Informed by the work of Leon Furze: The AI Assessment Scaleand OECD (2025), Empowering Learners for the Age of AI: An AI Literacy Framework for Primary and Secondary Education (review draft). OECD. Paris. https://ailiteracyframework.org
In Madison Public Schools, the two frameworks—one for AI literacy (left) and the other for AI-integrated task design (right)—complement each other by connecting students' AI knowledge to their practical application of AI in learning contexts. As students build their understanding of AI's capabilities and limitations (AI literacy), they become better equipped to engage with more complex and effective learning tasks that integrate AI (AI task design).
Four Domains of AI Literacy & Profile of a Graduate
Madison’s approach to AI Literacy is based on the following four core domains informed by the AI Literacy Framework For Primary and Secondary Education (May 2025), and aligned with the Madison Public Schools Profile of a Graduate.
Guidance for AI Use
Guidance for AI Use
Purpose
The purpose of this document is to establish clear expectations for the ethical and practical use of Artificial Intelligence (AI) in educational settings. These guidelines ensure that AI supports student growth, equity, and well-being while preserving the essential role of teachers, standards, and human connection in learning.
Guiding Principles
AI Supports, Not Replaces, Human Effort
Students must engage in meaningful learning, problem-solving, and creation. AI may provide scaffolding, examples, and feedback, but cannot replace student effort.
AI Encourages Growth, Not Shortcuts
AI should not allow students to bypass the productive struggle that builds resilience and critical thinking. Teachers will frame AI as a tool to support—not complete—student work.
Privacy and Data Protection
All AI tools used in school must comply with FERPA, COPPA, and district data privacy standards. Student information will not be collected, sold, or shared for commercial purposes.
Fairness and Equity
AI systems may reflect bias in their training data. Teachers will guide students to question results, test for fairness, and understand bias in real-world contexts. Schools will ensure equitable access to AI tools to prevent opportunity gaps.
Human Connection at the Core
Teachers remain the primary guides of learning. AI cannot replace the relationships, mentorship, and emotional support that students need to grow.
- Ethical Literacy and Awareness
Students will engage in discussions about AI ethics, including privacy, bias, and impacts on society and employment. Lessons will connect to the district’s broader mission: learning is not about taking the easy way, but about building perseverance and real-world skills.
Guidelines For Students
Acceptable Use of AI by Students
- Use AI as a helper, not a shortcut: Ask AI for practice questions, brainstorming ideas, or feedback, but always make sure the thinking and final product are your own.
- Be a critical thinker: Check AI’s answers, compare them to what you’ve learned, and explain ideas in your own words.
- Be honest about your work: If you use AI for support, acknowledge it. Your teachers value your effort and originality more than a “perfect” answer.
- Protect your privacy: Use only school-approved tools and never share personal details like your full name, address, or passwords.
- Challenge yourself: Use AI to extend your learning and push your thinking, not to avoid doing the work.
Unacceptable Use of AI by Students
- Don’t cheat by passing off AI’s work as your own: Copying and pasting from AI into an assignment is the same as plagiarism. It prevents your teacher from knowing what you actually understand.
- Don’t use AI during tests or quizzes: Assessments are meant to show your learning. Using AI instead of your own thinking is dishonest and unfair.
- Don’t rely on AI to “do the work for you”: You won’t build the skills you need if you let AI replace your effort.
- Don’t assume AI is always right: AI can produce wrong or misleading information. Trust your judgment and verify answers.
Don’t break trust: Misusing AI to get out of doing your work can harm your reputation as a learner and your relationship with your teachers.
Guidelines For Teachers
What Teachers Should Do
- Use district-approved AI as a support, not a substitute: Employ AI for brainstorming, generating practice materials, scaffolding, or providing feedback ideas, while keeping instructional design and evaluation in human hands.
- Model critical thinking: Show students how to question AI outputs, check for accuracy, and refine results rather than accepting them uncritically.
- Teach responsible use: Lead discussions on the benefits and risks of AI, including issues of bias, privacy, misinformation, and its impact on jobs.
- Clarify classroom rules: Set clear boundaries for how and when students may use AI, and require them to acknowledge when AI has been part of their work.
- Protect student information: Use only district-approved AI tools and never upload personally identifiable student data into public or unvetted systems.
- Stay informed: Continue professional learning about AI tools, district policies, and ethical practices.
- Use purposefully: Design assignments and assessments that challenge students, include tasks AI cannot complete, and incorporate the ethical, purposeful use of generative AI when appropriate.
Unacceptable Use of AI by Teachers
- Do not replace student work with AI: Avoid assigning tasks where AI could complete the entire product (e.g., essays, projects, or problem sets) without requiring meaningful student thinking.
- Do not delegate grading to AI: Teachers remain responsible for evaluating student performance, providing feedback, and applying professional judgment.
- Do not share sensitive information via AI: Never input confidential student records, grades, or personally identifiable information into AI platforms.
- Do not assume AI accuracy: Do not present AI-generated text, images, or data as fact without verification—AI can produce errors and misinformation.
- Do not use unapproved AI tools: Avoid AI applications that have not been vetted for student privacy, security, or age-appropriate use.
Do not allow unchecked reliance on AI tools: Prevent students from using AI in ways that diminish creativity, problem-solving, or critical thinking.
Guiding Document for AI Literacy
AI Task Design
AI Task Design
MPS AI Task Design: The following table provides examples of how the different scale levels of the AI Task Design may be used at various grade levels.
|
Scale Level |
DESCRIPTION |
EXAMPLES |
|---|---|---|
|
LEVEL 1 No AI |
The task is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills. You may not use AI at any point during this task. You must demonstrate your core skills and knowledge. |
Upper Elementary (GR 4 - 5) o Students write an essay without using any AI. Middle School o Students solve an equation to demonstrate computational understanding with detailed explanations of their thinking. High School o Students will give directions to a site in the target language |
|
LEVEL 2 AI Planning |
AI may be used for pre-task activities such as brainstorming, outlining, and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but tasks should emphasize the ability to develop and refine these ideas independently. You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. |
Upper Elementary (GR 4 - 5) o Students use AI to generate an outline based on their thesis statement. Middle School o Students use AI to describe step-by-step hints to get to the mathematical answer. High School o Students use AI to identify the local dialect and target vocabulary words for a planned trip. |
|
LEVEL 3 AI Collaboration |
AI may be used to complete any element of the task, with students directing AI to achieve the task goals. Tasks at this level may also require engagement with AI to achieve goals and solve problems. You may use AI to assist with specific tasks to refine and evaluate your work. You must critically evaluate and modify any AI-generated content you use.
|
Upper Elementary (GR 4 - 5) o Students prompt AI to critique their essay against the claim they made in their thesis statement. Middle School o Students use AI to generate and compare strategies to solve a multi-step problem with different levels of efficiency. High School o Students use AI to discuss a tradition or a custom in the target language to answer the essential question of the unit. |
|
LEVEL 4 Full AI |
AI may be used to complete any elements of the task, with students directing AI to achieve the task goals. Tasks at this level may also require engagement with AI to achieve goals and solve problems. You may use AI extensively throughout your work either as you wish, or as specifically directed in your task. Focus on directing AI to achieve your goals while demonstrating your critical thinking. |
Upper Elementary (GR 4 - 5) o Not applicable Middle School o Students can prompt AI for a data set and define parameters for creating a visual representation. High School o Students will use AI to generate an email to create a query in the target language. |
|
LEVEL 5 AI Exploration |
AI is used creatively to enhance problem-solving, generate novel insights, or develop innovative solutions to solve problems. Students and educators co-design assessments to explore unique AI applications within the field of study. You should use AI creatively to solve the task, potentially co-designing new approaches with your instructor. |
Upper Elementary (GR 4 - 5) o Not applicable Middle School o Students generate a theory that asks AI to use statistics to prove their relationship theory using several parameters. High School o Students prompt AI to assist in determining the validity of a project and use AI freely to complete essential components. |