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Adopt a district approval and oversight process before any student uses an AI tutoring system. The policy should identify approved tools, limit what data may be entered, define permitted learning and assignment uses, protect accessibility and equity, and require regular review of vendors, outcomes and legal changes.
Start with a district decision, not an individual classroom sign-up
An AI tutor is a software service that responds to a student in a conversational or adaptive way: it may offer hints, generate practice questions, explain a concept, translate language or give feedback. Because those interactions can involve student information and can influence instruction, approval should occur at the district or school-authority level before student access.
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The U.S. Department of Education advises teachers to check with school or district administration before using an online application. A teacher should not create a student account or make an assignment depend on a service that has not passed the district’s review.
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1Clear out junk files and repair common Windows errors2Fix the driver behind crashes, sound loss and screen glitches3Repair Windows errors before they cause bigger problemsPublish an approved-tool list that families and staff can easily find. For each system, show its approved grades, subjects, account type, allowed data, permitted uses and expiration or review date. If a product is not on the list, state that it may not be used for student work until the review is complete.
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Define the policy’s scope
Decide whether the document covers only AI tutoring systems or every student-facing AI application. State whether it applies to:
- school-managed accounts and devices;
- teacher-directed classroom activities;
- homework and independent study;
- personal devices used for school work; and
- vendor services connected to the student information system or learning platform.
Write plain-language definitions. Ohio’s 2025 model policy defines artificial intelligence broadly and distinguishes generative AI from routine spelling and grammar suggestions. A district can adapt those definitions so students and staff know which tools require approval and which ordinary software features fall outside the process.
Create a repeatable approval and procurement process
Assign a named review team rather than leaving approval to individual teachers. A practical team includes instructional leadership, classroom educators, information-technology and security staff, procurement, legal counsel, privacy personnel, and accessibility expertise. Include a school administrator who can make an interim decision when a tool is needed for a limited pilot.
Use a standard intake form
Require the requesting employee or vendor to provide the product name and version, intended grades and subjects, learning objectives, account and authentication method, data flows, contract terms, accessibility information, price, support model and proposed pilot length. Require a description of what the system does when it is uncertain or produces unsafe, biased or inaccurate content.
Review the service itself and the written agreement. Marketing language is not a substitute for contract terms, product settings or a technical explanation of data handling. Record the decision, conditions, owner and review date in an inventory that can be audited.
Apply a go/no-go checklist
- Instructional fit: Does the tool support a defined curriculum objective, or is it simply an attractive chat interface?
- Age and grade suitability: Are independent conversations, content filters and supervision appropriate for the students who will use it?
- Privacy and security: Are collection, use, disclosure, retention, deletion, access controls and breach response acceptable?
- Accessibility: Can students use it with assistive technology, keyboard navigation, captions, screen readers and alternative input methods?
- Equity: Will language, disability, device, bandwidth or home-access differences prevent comparable participation?
- Cost and support: Can the district sustain the subscription, rostering, training and technical support?
- Transparency: Can the district explain the system’s purpose and data practices to families?
Ohio’s model policy says an assignment should not require a tool the district cannot provide and that unapproved tools should not be used. Incorporate the same principle: a student must have a comparable, district-supported way to complete the learning task.
Choose a pilot with measurable objectives
If the review team approves a pilot, specify the grades, classes, duration, participating staff, student safeguards and evidence to collect. Measure whether students can access the tool, whether teachers can supervise it, whether the interactions support the stated objective and whether the service creates additional workload or inequity. Do not claim that an AI tutor improves achievement unless a suitable evaluation establishes that result.
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Review student data, contracts and legal duties
Before enabling accounts, ask the vendor and examine the agreement for precise answers to the following questions:
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- What information is collected from students, teachers and devices?
- Why is each data element needed, and can optional collection be disabled?
- Is information used for advertising, profiling, model training or any other commercial purpose?
- Who receives the information, including subcontractors and subprocessors?
- How long is information retained, and can the district require deletion?
- Can the district and a parent or eligible student access or correct information?
- What encryption, authentication, logging and access controls protect it?
- How and when must the vendor report a security incident?
- What happens to data when the contract ends or an account is closed?
Apply FERPA’s school-official conditions carefully
The Department of Education’s FERPA FAQ on classroom online tools explains that an arrangement relying on the school-official exception must have the service perform a function the school would otherwise use its own staff to perform, remain under the district’s direct control regarding education-record personally identifiable information, follow the district’s annual FERPA rights notice, and avoid unauthorized use or redisclosure.
These are fact-specific conditions, not a blanket approval for every AI product. Counsel and the privacy team should verify that the actual configuration and contract satisfy the applicable exception. Do not label a service “FERPA compliant” merely because a vendor uses that phrase.
Handle children’s data under COPPA
The Federal Trade Commission’s COPPA frequently asked questions explain that a school may authorize a service to collect personal information on parents’ behalf when the service is for the school’s use and benefit and for no other commercial purpose. The operator must give the school notice of collection, use and disclosure practices and enable access and deletion upon request.
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Minimize, protect and delete data
Set a default rule that students and staff must not enter sensitive personal information or education-record data into an AI tool unless the district has approved that exact use and its safeguards. Prefer pseudonymous accounts, minimum necessary fields and settings that disable model training or secondary use where available.
Put retention periods, deletion procedures, subprocessors, breach notification, role-based access and contract termination in writing. Keep a record of who can view conversation histories and how a parent or eligible student can request access or deletion. If the vendor cannot answer these questions clearly, do not approve student use.
Define what students may do with an AI tutor
A policy should distinguish support that helps a student learn from output that replaces the student’s work. Give examples, then require the teacher to set the rule for each assignment.
Examples of potentially permitted support
- Practicing a skill with questions selected by the student or teacher;
- requesting a hint instead of a completed solution;
- asking for an explanation in simpler language or another approved language;
- receiving feedback on a draft when the student remains the author;
- brainstorming possible approaches before doing the work; and
- using an approved accessibility or language-support feature.
These are examples, not automatic permissions. The district must first determine that the system is suitable for the grade, subject and objective.
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Make assignment-level expectations explicit
Require teachers to state three things in the assignment or learning platform:
- Whether AI use is allowed: “not allowed,” “allowed for specified steps,” or “allowed with conditions.”
- What assistance is allowed: for example, hints and language support but not a generated paragraph or final answer.
- How students disclose assistance: identify the tool, describe how it was used and, when required, provide a link or saved interaction that the teacher can review.
Rules may differ by grade, subject and task. A mathematics practice activity might allow hints while a diagnostic assessment prohibits AI assistance. A writing assignment might allow brainstorming but require the student to draft, verify sources and explain revisions independently.
Keep responsibility with the student and educator
Ohio’s model policy states: “It is a tool to support learning and teaching, not a substitute for student effort or the role of the educator.” Make that principle operational: students remain responsible for demonstrating understanding, and educators remain responsible for instructional decisions, feedback, grading and accommodations.
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AI output can be wrong, incomplete, biased or unsuitable for a student’s age. Teach students to check claims against course materials and reliable sources. Require teachers to review consequential output rather than delegating placement, grading, discipline or special-education decisions to a tutor.
Protect well-being, accessibility and equity
Set age-appropriate supervision. Younger students may need teacher-led sessions, restricted features or an adult present. Older students may use an approved system independently only within the permissions assigned to their grade and course.
Provide a prominent way for students, families and staff to report harmful, inaccurate, discriminatory or inappropriate output. Define who triages the report, how quickly access can be paused and how the district documents the response. Preserve enough information to investigate without retaining more conversation data than necessary.
Test accessibility before approval
Check keyboard operation, screen-reader labels, focus order, contrast, captions or transcripts for audio, text resizing, alternative input and compatibility with the assistive technology students actually use. Test multilingual features with educators who understand the relevant languages; a translation that is grammatically fluent can still change the meaning of an assignment.
Prevent unequal participation
Provide district-managed accounts, devices or connectivity when the assignment requires the tool. Offer a comparable non-AI path when a student cannot or should not use the system. Document how accommodations, disability-related supports, language services and family preferences interact with the AI policy. Oregon guidance identifies adaptive language support, personalized feedback and accessible materials as possible benefits, but those benefits must be checked in the district’s own context rather than assumed.
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Choose a governance model that matches district capacity
Two common approaches are workable. The choice affects control, flexibility and workload; neither is universally best.
| Governance approach | How it works | Advantages | Trade-offs |
|---|---|---|---|
| Broad approved-tool framework | The district approves multiple systems and assigns age-, grade- and assignment-specific permissions. | More instructional choice; teachers can select a tool that fits a particular objective; room for controlled innovation. | More contracts, training, accessibility checks, monitoring and family communication; greater risk of inconsistent settings. |
| Small centrally managed set | The district approves only a few systems, configures accounts centrally and limits or blocks other services. | Stronger contract and privacy control; simpler support, training and transparency; easier inventory and auditing. | Less flexibility; a single system may not fit every subject or accommodation; changes can affect many classrooms at once. |
Compare the options against privacy and contract control, instructional flexibility, staff workload, accessibility, student access, family transparency and the district’s ability to monitor use. Reassess the choice if the approved list grows beyond what the review team can supervise.
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Publish a plain-language notice that names approved tools, their educational purposes, the grades covered, major data practices, retention and deletion channels, and a contact for questions. Translate the notice and provide accessible formats where needed.
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Tell families how to request an accommodation, report a harmful response, ask for a non-AI alternative or challenge a data-handling practice. Include students in policy discussions so the rules address actual workflows rather than only adult assumptions.
Train the people who will operate the policy
Staff training should cover:
- which tools and features are approved for each grade and course;
- what information may never be entered and how to use pseudonymous accounts;
- how to verify AI output, recognize bias and explain uncertainty to students;
- assignment-level disclosure and academic-integrity expectations;
- accessibility testing and accommodation procedures;
- how to report unsafe output, suspected exposure or a vendor change; and
- how to provide a non-AI alternative when access is unequal.
Give students direct instruction on prompting for explanations rather than answers, checking claims, protecting personal information, acknowledging assistance and reporting harmful content. Provide families with the same core guidance in a short orientation or help page.
Review the policy on a schedule and after triggers
Name an owner—such as the chief technology officer, privacy officer or curriculum leader—for the approved-tool inventory and policy calendar. Set a routine review interval, such as annually, and require an earlier review when:
- a vendor changes its model, data practices, terms, age settings or subprocessors;
- a law, regulation or state education requirement changes;
- the district experiences a privacy or safety incident;
- students or families report recurring harmful or inaccessible output; or
- pilot evidence shows the system no longer meets the learning objective or creates unequal access.
At each review, examine access logs and incident reports where appropriate, teacher workload, student and family feedback, accessibility findings, contract compliance, deletion requests and evidence that assignments remain educationally sound. Record whether the tool is renewed, restricted, remediated or removed.
Use Ohio’s model as a checklist, not a national mandate
Ohio’s Department of Education and Workforce model policy is a practical example for districts outside Ohio. Its sections address policy purpose, definitions, AI literacy, stakeholder engagement, privacy and security, procurement and tool evaluation, ethical and acceptable use, academic integrity, implementation and review. The agency’s model-policy page says covered traditional public districts, community schools and STEM schools were required to adopt a formal AI policy by July 1, 2026. As of October 2026, that Ohio deadline has passed; it does not create a nationwide deadline.
Download the 2025 AI in Education: Model Policy for Ohio Districts and Schools and map its sections to your own state law, board policy and contracts. Oregon’s Generative Artificial Intelligence in K–12 Classrooms guidance similarly emphasizes coordination among district leadership, IT, procurement and legal counsel and periodic review as the landscape changes. Its Oregon-specific legal details should not be presented as requirements everywhere.
For broader policy principles, UNESCO’s Guidance for generative AI in education and research calls for human-centered governance, privacy protections, age limits for independent conversations and age-appropriate ethical and pedagogical validation. Treat that document as international guidance, not U.S. law.
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- Month 1: establish ownership. Name the review team, define scope and publish an interim rule that prohibits unapproved student-facing AI use.
- Month 2: inventory and screen. Find every AI tutor already in use, collect contracts and settings, identify data flows and suspend services that cannot be evaluated.
- Month 3: consult stakeholders. Ask educators, students, families, privacy and security staff, special-education and multilingual-learner specialists what safeguards and alternatives are needed.
- Month 4: approve a limited set. Apply the intake checklist, configure accounts, document conditions and provide an equivalent path for students who cannot use a tool.
- Before launch: train and notify. Train staff and students, publish the approved list and family notice, and give teachers assignment-language examples.
- After launch: monitor and revise. Collect incident, accessibility and instructional feedback; review vendor changes and update the policy on its schedule or sooner when a trigger occurs.
This sequence gives the district a defensible decision trail while leaving room for carefully supervised experimentation. The central test is not whether an AI tutor can produce a plausible answer; it is whether the district can control the data, explain the educational purpose, provide equitable access and keep human judgment responsible for the student’s learning.
Frequently Asked Questions
Can a teacher let students use an AI tutor without district approval?
The safer district rule is no. Require school or district authorization before student use, because the service may handle education-record information and affect instruction. Teachers should use only systems on the district’s approved list.
What should an AI policy for schools say about student data?
It should state what data may be entered, why it is collected, who receives it, retention and deletion periods, security controls, breach reporting, subprocessors, model-training or commercial uses, and how students or families request access or deletion.
Should every AI-tutor interaction be prohibited during graded work?
No universal rule fits every task. Teachers should identify whether AI is prohibited, allowed for specified steps or allowed with conditions, then state the permitted assistance and disclosure requirements in the assignment.
How often should a district review an approved AI tutor?
Set a routine review interval, commonly at least annually, and trigger an earlier review after a material vendor change, legal change, incident, recurring harmful or inaccessible output, or evidence that the tool no longer meets its learning objective.
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