[I. Welcome and Opening Remarks]
[00:00:04]
UM, I AM HAPPY TO WELCOME YOU TO OUR FIRST MEETING OF THE BOARD'S GENERATIVE AI AD HOC COMMITTEE.
UM, THIS JUST OUR, OUR EXECUTIVE OFFICER, TURNING MY MIC OFF.
UM, THIS COMMITTEE STEMS FROM A PRIOR BOARD RESOLUTION, UM, THAT THE BOARD PASSED ON SCREEN TIME EARLIER THIS YEAR, WHICH SET LIMITS ON SCREEN TIME THROUGHOUT LA UNIFIED.
UM, AND PART OF THAT CONVERSATION NOTED THAT ONE MAJOR DEVELOPMENT RELATED TO TECHNOLOGY AND EDUCATION IS THE DEVELOPMENT OF AI.
RECOGNIZING THAT AI HAS A SIGNIFICANT IMPACT ON CHILDREN AND LEARNING.
THIS COMMITTEE IS AN OPPORTUNITY FOR AN INTENTIONAL PUBLIC DISCUSSION, AN ONGOING CONVERSATION WITH OUR COMMUNITY TO GET FEEDBACK FROM STAKEHOLDERS IN OUR DISTRICT, AND ENSURE THAT WE ARE APPROACHING THIS EMERGING, EMERGING TECHNOLOGY THOUGHTFULLY AND INTENTIONALLY.
UM, THIS COMMITTEE WILL MEET SIX TIMES THROUGHOUT THE SCHOOL YEAR, AND BY THE END, OUR, OUR INTENTION IS TO PRESENT POLICY RECOMMENDATIONS FOR THE POTENTIAL ADOPTION BY THE FULL BOARD AT THE END OF THIS SCHOOL YEAR.
THOSE RECOMMENDATIONS SHALL ALSO INFORM ANNUAL UPDATES TO THE DISTRICT'S AI POLICY, AS I'M SURE EVERYONE KNOWS, ARTIFICIAL INTELLIGENCE IS, UM, RAPIDLY DEVELOPING.
UM, AND LOTS OF CONVERSATIONS ARE OCCURRING ACROSS OUR SOCIETY AROUND THE ETHICAL ENVIRONMENTAL HEALTH AND SAFETY IMPACTS OF AI IN GENERAL, UM, EVEN WHILE AI CAPABILITIES ARE BEING INCORPORATED ACROSS DIFFERENT INDUSTRIES.
AND THERE'S A CRITICAL QUESTION FOR US TO CONSIDER AS TO, UM, HOW WE, HOW WE APPROACH THIS TECHNOLOGY IN OUR CLASSROOMS, AND HOW WE ALSO EMPOWER AND ENABLE OUR STUDENTS TO BE LITERATE WITH REGARD TO THIS NEW TECHNOLOGY WHEN THEY ENTER THE WORKFORCE.
UM, AT THE SAME TIME, THERE IS OF COURSE, GROWING AN ONGOING CONCERN ABOUT THE EFFECTS OF GENERATIVE AI ON STUDENTS', COGNITIVE DEVELOPMENT, THEIR LEARNING, AND THEIR MENTAL HEALTH.
UM, AS GENERATIVE AI IS FAST EVOLVING AND INCREASINGLY BEING ADDED EVEN TO EXISTING SOFTWARE APPLICATIONS WITHOUT USERS EVER OPTING IN.
UM, WITH ALL OF THAT, AS A PARENT OF LUSD STUDENTS, MYSELF AND A FORMER TEACHER, WE REALLY WANT TO ENSURE THAT LA UNIFIED IS INTENTIONAL ABOUT HOW WE APPROACH AI AND THE SUPPORT THAT WE PROVIDE, UM, AND THE KNOWLEDGE THAT WE PROVIDE FOR OUR STUDENTS AND EDUCATORS ON THIS EMERGING TECHNOLOGY.
SO I AM HONORED TO CHAIR THIS COMMITTEE.
I LOOK FORWARD TO OUR CONVERSATIONS.
UM, JUST A QUICK PREVIEW OF OUR AGENDA.
WE HAVE, UH, PRESENTATIONS FROM BOTH OUR TECHNOLOGY AND INSTRUCTIONAL SIDES OF THE HOUSE HERE.
THE GOAL OF TODAY'S MEETING IS REALLY TO GROUND US IN THE EXISTING POLICY AS IT RELATES TO AI AND LA UNIFIED.
UM, AND THEN WE WILL HAVE PUBLIC COMMENT AT THE END OF OUR MEETING.
SO, UM, PLEASE FEEL FREE TO SIGN UP IF YOU HAVE NOT ALREADY.
AND WITH THAT, I'LL TURN IT OVER TO MY COLLEAGUES ON THIS COMMITTEE TO SEE IF THEY WANT TO INTRODUCE THEMSELVES AND ADD ANY OPENING REMARKS.
THANK YOU MS. EZ, AND NICE TO SEE YOU ALL.
UM, AND ALSO TO, UH, OUR COLLEAGUE, MS. ORTIZ FRANKLIN.
UM, YES, JUST ECHOING WHAT, WHAT OUR CHAIR SAID, UH, GRATEFUL TO BE HERE.
APPRECIATE, UM, THE FOLKS IN THE AUDIENCE, BOTH OUR PARENT ADVOCATES, OUR EDUCATORS, THE FOLKS INTERNALLY WHO'VE HELPED WRITE THIS POLICY.
SOME OF YOU MAY HAVE SEEN, ALTHOUGH I KNOW IT WAS THE NEWS WAS KIND OF BREAKING AS FOLKS MIGHT HAVE BEEN DRIVING HERE.
BUT NEW YORK CITY, THE ONLY DISTRICT LARGER THAN LA TODAY, ADOPTED SCREEN TIME REGULATIONS VERY SIMILAR TO LA UNIFIED'S, UM, AND ALSO ON AI HAVE AT LEAST FOR A YEAR AT MORATORIUM FOR ELEMENTARY AND MIDDLE SCHOOL.
UM, I WILL SAY AT THE TIME BACK A FEW MONTHS AGO WHEN WE WERE ALL HERE, UM, PASSING THE RESOLUTION AND THE POLICY, YOU KNOW, I WAS, I WAS PROUD AND MY COLLEAGUES AND I WERE PROUD TO SAY WE DID THINK THIS WOULD BE THE BASIS FOR NATIONAL, IF NOT INTERNATIONAL MODELS.
AND SO TO SEE, UH, NEW YORK ADOPT THAT THIS MORNING AND OTHER STATES TAKE INTEREST, UH, OR THE DISTRICTS AND STATES TAKE INTEREST, IS KIND OF JUST PROVES THAT POINT.
SO EAGER TO SEE, UH, YOU KNOW, AS WE WERE THE FIRST MOVER NOW WITH THESE OTHER DISTRICTS, WHAT WE CAN LEARN FROM THEM, KNOWING, AS MS. ES SAID, IT'S INCREDIBLY ITERATIVE AND THINGS ARE HAPPENING SO QUICKLY, YOU KNOW, EVEN, UM, IT, IT SEEMS LIKE ALMOST DAILY I'M GETTING SOME UP UPDATED IN MY COMPUTER.
LIKE, YOU DOWNLOAD THE NEW VERSION OF ZOOM, DOWNLOAD THE NEW VERSION OF WHATEVER.
AND THERE'S, LIKE KELLY WAS SAYING, AI BUILT IN.
SO WE WANNA BE COGNIZANT OF THAT.
WE ALSO JUST WANT TO BE CLEAR ABOUT THE VARIOUS, UM, TERMINOLOGY WE'RE GONNA BE USING.
AND I KNOW TODAY IS KIND OF THE GENERAL FRAMING, BUT GENERATIVE AI VERSUS OTHER FORMS OF AI, THE OPERATIONAL, UM, AI FOR THE DISTRICT WHEN IT COMES TO THINGS LIKE PAYROLL OR TRANSPORTATION OR MASTER SCHEDULING, WHICH IS, UM, IN, IN MY OPINION, AS ONE BOARD MEMBER, BOTH DIFFERENT AND ALSO IMPORTANT AND NECESSARY AS WE'RE THINKING ABOUT EFFICIENCIES AND WAYS TO LIKE, MAKE THE DISTRICT OPERATE, UM, DIFFERENT FROM INSTRUCTIONAL AI.
AND THEN WE'RE TALKING ABOUT INSTRUCTIONAL AI TEACHERS AND OUR TEACHERS GRADING RUBRICS AND, UH, ATTEST, UM, CHECKING FOR CHEATING.
AND CAN TEACHERS WRITE COMMENTS? CAN THEY WRITE EMAILS TO PARENTS THAT ARE AI GENERATED? AND FIGURING OUT THOSE POLICIES.
[00:05:01]
OF COURSE, YOU KNOW, MOST IMPORTANTLY, IRRELEVANT FOR US IN THIS COMMITTEE IS THE STUDENT EXPERIENCE.UM, AND THEN I THINK TOO, AND THIS IS SOMETHING I TALKED ABOUT WHEN WE WERE PASSING THE RESOLUTION, KNOWING THAT WE PUT UP GUARDRAILS AND WE TEACH STUDENTS TO BE GOOD AND LITERATE USERS OF TECHNOLOGY, THEY ALSO THEN GO HOME.
UM, AND DIFFERENT STUDENTS HAVE ACCESS TO DIFFERENT TYPES OF TECHNOLOGY.
AND SO THE OTHER THING THAT I JUST WANNA BE COGNIZANT OF IS THE, THE GUARDRAILS AND THE POLICIES WE PUT IN PLACE FOR THE DISTRICT.
HOW DO WE MAKE SURE THEN, UH, ONE STUDENT IS NOT GOING HOME AND THERE'S NO COMPUTER, THERE'S NO INTERNET, THERE'S NO OPPORTUNITY TO USE AI AND ANOTHER STUDENT'S GOING HOME AND ON THEIR PERSONAL LAPTOP AND ON THEIR PERSONAL WIFI, THEY'RE USING CHAT GBT, AND THEY'RE USING.
NOW THEY MIGHT BE BREAKING THE POLICY, UM, BUT THEY STILL MIGHT HAVE THAT ABILITY.
SO HOW ARE WE THINKING THROUGH THAT? AND I THINK THERE ARE SOME FRAME GUIDING QUESTIONS IN THE PRESENTATION TODAY THAT THINK US THROUGH, UH, TO HELP US THINK THROUGH THAT AS IS THE, THE CDE FRAMEWORK AND KIND OF, WE'RE NOT NECESSARILY CREATING SOMETHING WHOLE CLOTH.
UM, I ALSO WANNA ACKNOWLEDGE, 'CAUSE I SEE HERE TOO, THE, I, THE, UH, AND I THINK IT'S PUBLIC ON THE WEBSITE, BUT THE, OUR INDEPENDENT ANALYSIS UNIT ALSO PUT OUT, UH, A HELPFUL PRIMER ON THIS, THAT KIND OF MAPS WHERE THE DISTRICT IS VIS-A-VIS THE STATE, UM, DEPARTMENT OF EDUCATION.
AND IT'S ALSO A HELPFUL PLACE.
SO I SEE ANDREW THOMAS HERE WHO RUNS THE INDEPENDENT ANALYSIS UNIT.
UM, AND JUST KNOWING THAT THERE'S LOT, YOU KNOW, A LOT OF FOLKS WORKING ON THIS ISSUE.
SO LONGER OF AN INTRODUCTION THAN I PLANNED.
LOTS TO SAY, AND I LOOK FORWARD TO THE YEAR AHEAD.
I GET TO REPRESENT SOUTH IN THE HARBOR AREA.
UM, I AM REALLY EXCITED FOR THIS COMMITTEE.
UH, IN PART IT'S PERSONAL, UM, YOU KNOW, WHAT ARE WE EXPOSING OUR CHILDREN TO AND HOW DO WE DO SO IN A, UM, FAIR, SMART WAY.
UM, I ALSO JUST WANNA SAY FOR TODAY, AN ONGOING, I'M PARTICULARLY INTERESTED IN THE SPECIFIC TOOLS THAT WE'LL BE USING, UM, FOR VARIOUS REASONS.
I THINK INSTRUCTION FIRST AND FOREMOST, BUT ALSO HOW DO WE MAKE OUR SYSTEM, UM, MORE EFFICIENT AND BETTER.
SO, LOOKING FORWARD TO TODAY'S PRESENTATION, UH, THE COMMITTEE, AND ULTIMATELY ENDING IN SOME RECOMMENDATIONS.
[II. Presentations ]
WITH THAT, WE WILL GO AHEAD AND BEGIN WITH OUR PRESENTATION FOR, FOR TODAY.SO, UM, I WILL NOW INVITE UP PS AL, OUR CHIEF ACADEMIC OFFICER AND DOUGLAS LEE, INTERIM CHIEF INFORMATION OFFICER.
THANK YOU BOTH FOR BEING WITH US TODAY.
AND AS I, AS I SHARED, THE INTENTION FOR TODAY'S MEETING IS TO REALLY DEVELOP A COMMON UNDERSTANDING OF OUR EXISTING POLICIES AND PROCEDURES AS IT RELATES TO AI IN OUR DISTRICT AND IN OUR CLASSROOM.
SO WE'LL TURN IT OVER TO YOU TO PRESENT.
MY NAME IS PADA KOMAL, CHIEF ACADEMIC OFFICER.
TODAY WE'LL PROVIDE AN OVERVIEW OF ARTIFICIAL INTELLIGENCE AND EDUCATION WITH A PARTICULAR FOCUS ON GENERATIVE AI AND ITS IMPLICATIONS TO OUR STUDENTS, EDUCATORS IN SCHOOLS.
WE WILL LOOK AT THIS BOTH FROM THE TECHNICAL AND INSTRUCTIONAL PERSPECTIVES, WHAT THE TECHNOLOGY IS, HOW WE PROTECT STUDENT INFORMATION, AND HOW STATE AND DISTRICT GUIDANCE IS HELPING US APPROACH AI RESPONSIBLY, SAFELY, ETHICALLY.
AND WITH TEACHING AND LEARNING AT THE CENTER, WE HAVE ORGANIZED OUR PRESENTATION TODAY INTO SEVERAL CONNECTED AREAS.
FIRST, WE WILL BEGIN WITH THE TECHNOLOGY ITSELF AND THE PRIVACY AND SECURITY CONSIDERATIONS AROUND AI.
WE WILL THEN LOOK AT GUIDANCE FROM THE CALIFORNIA DEPARTMENT OF ED AND HOW THAT CONNECTS TO LAD'S OWN GUIDANCE AND INSTRUCTIONAL PRACTICES.
FINALLY, WE WILL DISCUSS THE GOVERNANCE STRUCTURES ALREADY ESTABLISHED IN L-A-U-S-D AND SOME OF THE QUESTIONS THAT REMAIN AS THIS TECHNOLOGY CONTINUES TO EVOLVE.
THE BOARD'S USING TECHNOLOGY WITH INTENTION RESOLUTION ESTABLISHED THIS AD HOC COMMITTEE TO BRING TOGETHER INDEPENDENT EXPERTISE, RESEARCH AND THE PERSPECTIVES OF EDUCATORS, STUDENTS, FAMILIES, AND THE BROADER COMMUNITY.
IMPORTANTLY, THE WORK OF THIS COMMITTEE IS INTENDED TO BUILD UPON THE DISTRICT'S EXISTING WORK AND ULTIMATELY DEVELOP RECOMMENDATIONS AROUND AREAS INCLUDING PARENT CONSENT, AI LITERACY, EDUCATOR PREPARATION, SUPERVISION, AND ENGAGEMENT.
THESE RECOMMENDATIONS WILL ALSO INFORM FUTURE UPDATES TO THE DISTRICT'S EXISTING AI GUIDANCE.
I'LL NOW TURN IT OVER TO DOUGLAS LEE TO PROVIDE THE TECHNICAL CONTEXT FOR GENERATIVE AI AND THE SAFEGUARDS THAT SURROUND ITS USE.
GOOD MORNING, UH, CHAIR MEMBER MS. EZ, UH, BOARD MEMBERS.
UH, MY NAME IS DOUGLAS LEE, INTERIM INTERIM, CIO.
VERY EXCITED TO MAKE THE FIRST PRESENTATION TO THE VERY FIRST AI AD HOC COMMITTEE.
SO SINCE IT'S THE FIRST, UH, MEETING,
[00:10:01]
I'D LIKE TO START TO LOOK AT HOW ARTIFICIAL INTELLIGENCE OR AI HAS EVOLVED INTO THE TOOLS WE'RE FACING TODAY.YOU KNOW, THUS CALLING, UH, COMMITTEES SUCH AS THIS, UM, AI DID NOT JUST EXPLODE OVERNIGHT, LIKE EVEN THOUGH IT SEEMED THAT IT APPEARED, IT HAS BEEN, BUT IT STARTED IN THE FIFTIES AND THE SIXTIES.
IT ALL BEGAN WITH A TOURING WITH THE TOURING MACHINE.
WE BELIEVE THE FIRST, UH, E EVOLUTION OF COMPUTERS BY ASKING IF MACHINE COULD THINK, RIGHT? THAT WAS PREDICT THE FIRST OF, UM, AI.
AND IT FOLLOWED BY THE FAMOUS DARK MOTH, UH, WORKSHOP WHERE THE NAME ARTIFICIAL INTELLIGENCE WAS ACTUALLY, UH, BORN.
EARLY PROGRAMS, UM, LIKE ELISA DEVELOPED IN IT SHOW PEOPLE WERE FASCINATED BY TALKING TO MACHINES.
SO SIRI AND ALEXA WERE NOT THE FIRST CONVERSATION OR CHAT BOT.
IT WAS ELISA BACK IN, YOU KNOW, THE 1960S.
IN THE SEVENTIES AND NINETIES.
UM, THE, I GUESS A RESEARCH OF AI HIT A N RIGHT? WHERE THE FUNDING SORT OF DRIED UP AND THE, UM, THE EARLY COMPUTER LACKED THE COMPUTER, UH, POWER TO SOLVE COMPLEX PROBLEM.
HOWEVER, THE 1980S, UM, BUSINESS RULES ENGINE CALLED EXPERTS SYSTEMS. AND IN THE 19 77, 19 97, SORRY, BOUGHT A MASSIVE PUBLIC MILESTONE WHEN IBM'S DEEP BLUE BEAT THE WORLD, UH, CHESS CHAMPION, UH, GARY, UH, KASPAROV.
SO THAT SPARKED A LOT OF INTEREST HOW, UH, MACHINE COULD THINK AND BEAT A WORLD, UH, CHESS CHAMPIONSHIP IN THE 2000 AND 2010, WHERE THAT'S WHERE BIG DATA AND DEEP LEARNING SORT OF EMERGE, RIGHT? AS COMPUTER COMPUTING POWER GREW, UH, UH, UH, THE, THE COMPUTING CHIPS AND THE RAW POWER OF THE COMPUTER GREW, AND THE INTERNET PROVIDED MASS MASSIVE DATA SET.
THE NEURAL NETWORK, UH, TOOK OFF, RIGHT? UH, I DON'T, SOME OF YOU MAY REMEMBER IBM WATSON, UM, COMPETED IN JEOPARDY AND HE BEAT IT.
UH, SOME OF THE JEOPARDY CHAMPIONSHIP, THIS IS WHEN IT FIRST PROVED MACHINE COULD UNDERSTAND NATURAL LANGUAGE, EVEN RIDDLES AS SUCH AS, UH, JEOPARDY CLUES, RIGHT? ALEX NECK, NECK WAS THE NEXT ONE.
REV REVOLUTIONIZE HOW COMPUTERS SEE OBJECTS IN 2012 AND ALPHAGO, WHICH IS A GAME THAT REALLY, UH, GOES OFF IN HUMAN INTUITION.
UH, IN 2016, THE MACHINE ACTUALLY, UH, BEAT HUMAN IN, IN THE GAME GO.
AND THAT PRETTY MUCH, UH, SPARKED INTEREST.
SO THAT BRINGS US BACK TO KIND OF CURRENT, RIGHT IN THE 2020, UH, GBT THREE, UH, PROVE THAT WHEN YOU MAKE LANGUAGE MODELS INCREDIBLY MASSIVE, IT WAS OVER 175 BILLION PARAMETERS.
THE MACHINE STOPPED PREDICTING JUST WORDS.
IT STARTED TO SHOW COMPLEX REASONING CAPABILITIES.
THAT'S THE TERM A LARGE LANGUAGE MODEL CAME ABOUT, OR LLM AS WE KEEP CALLING IT TODAY IN THE LATE 2022 CHAT.
GBT PUT ITS POWER IN A SIMPLE CHAT BOX, RIGHT? THAT'S HOW YOU SEE, YOU GO TO CLOUD OR CHAT GBT COPILOT.
IT'S THIS VERY SIMPLE, UH, CHAT BOX YOU CAN DO.
UH, YOU CAN, THAT'S WHERE YOU PUT IN THE PROMPT.
THIS PRETTY MUCH COMPLETELY CHANGED THE GLOBAL LANDSCAPE.
IT BRING AI INTO HOMES, INTO BUSINESSES, AND IN AND INTO, UH, OUR SCHOOL, IN OUR SCHOOLS, RIGHT? THE LAUNCH OF CHACHI BT IN 2022 WAS REALLY A WATERSHED MOMENT, RIGHT? PUTTING AI POWERFUL TOOLS IN THE HANDS OF MILLION.
THIS IS WHERE THE EXPLOSION BEGAN.
THAT'S WHEN WE SAW, WOW, IT JUST HAPPENED.
UH, THE ADOPTION OF AI SUPERSEDED, UM, WAYS SURPASSED ADOPTION OF THE INTERNET BACK IN THE DAY, RIGHT? AND THIS IS WHERE WE BRING US TODAY, RIGHT? BUT THE LAST THREE YEARS, 2023 TO 2026, THE AI HAS BROKEN, UH, TEXT BOUNDARIES.
IT NOT ONLY READS, TEXT IT SEAMLESS, READ, WRITE AND HEAR, LISTEN AND GENERATE BOTH TEXT, AUDIO, AND ACTUALLY, UH, VIDEO.
SO IT WENT BEYOND CREATING CONTENTS, IT NOW DRIVING AGENT SYSTEMS WHERE YOU CAN ACTUALLY, UH, PLAN AND SOLVE COMPLEX MULTI-STEPS PROBLEMS WITHOUT BEING PROMPTED IT.
[00:15:01]
WE'VE BEEN TALKING ABOUT GEN AI.THIS COMMITTEE IS CALLED GEN AI.
THIS IS, UM, WE USE IT GENERICALLY.
UH, GEN AI IS WHERE IT STARTED.
WHERE WE NOW IS ACTUALLY, THERE'S A LOT OF WHAT WE CALL AGENT AI SYSTEM OUT THERE, UH, ALREADY, UH, IT WENT FROM REACTIVE TO PROACTIVE, RIGHT? SO THIS SLIDE SHOWS A PROGRESSION ASSEMBLE GENE AI TO A TRULY AGENT AI, GEN AI IS WHAT MOST PEOPLE ARE FAMILIAR WITH.
UM, THIS IS WHERE YOU AND I PROBABLY INTERACT WITH MORE OFTEN.
YOU GIVE IT A PROMPT, RIGHT? AND IT GIVES YOU A RESPONSE AND YOU COULD, UH, REFINE THE PROMPT.
IT GIVES YOU A BETTER RESPONSE, RIGHT? AND THEN THE NEXT ONE, WE HAVE AI AGENTS.
IT'S SORT OF A SEMI-AUTONOMOUS AGENT.
IT, IT ACTUALLY, UH, PERFORMS A TASK, GIVEN A PROMPT.
UH, AN EXAMPLE WOULD BE FIND ME THE CHEAPEST FLIGHT TO HAWAII DURING THIS TIMEFRAME.
IT WILL DO THAT, IT WILL DO THAT 24 7 UNTIL THEY FIND THE LOWEST, UM, LOWEST FLIGHT.
AND IT WILL ACTUALLY BOOK THE FLIGHT FOR YOU.
SO THAT NEXT STEP, THE AGENT AI NOW IS PROACTIVE.
THIS IS WHERE A LOT OF THE RESEARCH IS GOING INTO IN THE TECH FIRMS AND WHERE IT TAKES A HIGH LEVEL GOAL, BREAKS IT INTO SUBTASK, USE MULTIPLE TOOLS, AND YOU COULD EVEN SELF-CORRECT ALONG THE WAY.
AND IT HAS REALLY PROFOUND IMPLICATION IN ALL INDUSTRIES, RIGHT? UM, SO AGTECH AI COULD BE A GROUP OF AI AGENTS.
UH, EACH DOES ITS OWN TASK OR INTEGRATED TOGETHER TO FORM A COMPLEX, UH, UH, WORKFLOW AND ACTIVITY.
OKAY? SO THAT'S THE WHERE THE FUTURE IS GOING.
SO THIS PROTECTION, UH, GRAPHIC IS KIND OF, KIND OF, UH, GIVE ILLUSTRATION OF SOME OF THE AI TOOLS AVAILABLE TODAY.
THERE IS NO WAY A COMPREHENSIVE LIST.
THERE'S SOME OF THE, THE LISTS WE HAVE TODAY, JUST TO GIVE YOU, UM, APPRECIATION OF THAT.
WHAT WE'VE BEEN TALKING ABOUT IS REALLY JUST THE UPPER LEFT HAND CORNER WITH THE CHAT, GBT, THE GEMINI, THE CLO, THE COPILOT.
BUT AS YOU COULD SEE, THERE'S LIKE A WHOLE SLEW OF, UH, TOOLS OUT THERE.
AND THERE'S MORE AND MORE EVERY DAY.
AND EACH ONE ARE SOME OF THEM BECOMING SPECIALIZED.
ONE FOR JUST FOR CODING, ONE FOR JUST FOR GRAPHIC, ONE FOR VIDEO EDITING, SO ON AND SO FORTH.
AND WHAT I LIKE TO, UM, TO POINT OUT THIS WAS, IS REALLY JUST ALL THE TRUE AI TOOLS, MEANING THE PRIMARY FUNCTIONS, ARTIFICIAL INTELLIGENCE, RIGHT? ONE MAY ASK LIKE, WHY DON'T I SEE IREADY THERE? HE HAS AI.
WHY DON'T I SEE CONMIGO GET THERE? IT HAS AI.
THE DIFFERENCE IS THAT THOSE TWO, THE PRIMARY FUNCTION IS NOT AI, RIGHT? IREADY THE PRIMARY FUNCTIONS ASSESSMENTS.
IT HOWEVER, EVOLVE AND NOW INCORPORATED AI IN ITS TOOL SET, RIGHT? UM, AND CONMIGO INCORPORATED AI IN PERSONALIZED LEARNING, BUT THEIR MAIN FUNCTION IS NOT AI.
THEREFORE, AND THE LIST, I SHOW HERE JUST A SMALL LIST.
AND I LIKE TO ALSO POINT OUT THAT OUR NEW WEB FILTERING SYSTEM AND ALL THE, UH, STUDENT DEVICES HAVE BLOCKED THE AI TOOLS.
THEY WE'RE BLOCKING AI DETECTION TOOLS, AI GENERATION TOOLS, AND ALL THEIR TRUE AI TOOLS.
NEXT, I TALK ABOUT THE, UM, DATA PRIVACY AND DATA SECURITY.
WE USE THAT INTERCHANGEABLY, BUT IT'S A, I MAKES A GOOD POINT TO SEE THE DIFFERENCE.
IT REALLY GOES TO, UM, HOW WE, UH, PROVIDE GUARDRAILS AND, UH, PROTECT OUR, OUR STUDENT DATA.
THIS IS THE WHO, UM, WHO IS ALLOWED TO ACCESS AND HOW THE DATA IS SHARED AND WHY, RIGHT? IT IS GOVERNED BY RULES SUCH AS FERPA, COPA, OR EDCO, UH, OR DATA USE AGREEMENT.
UH, GDPR, THAT'S THE GENERAL DATA PROTECTION REGULATIONS, RIGHT? IT REALLY FOCUS ON THE RIGHTS AND CONSENT AND PERMITTED USE, RIGHT? HOW IS THIS DATA BEING USED? I MEAN, RIGHT? AND THE CONTROLS WE HAVE WITH THE VENDORS IS OUR DATA USE AGREEMENT, OUR CONSENT MECHANISM, UH, THE PURPOSE, RIGHT? UM, THE KEY RISK HERE, OBVIOUSLY, WE, UH, AROUND PRIVACY LIKE VENDORS, TECH COMPANIES, UM, USING OUR DATA TO BUILD PROFILES, RIGHT? TO TRAIN THE BIGGER MODELS OR SUCH THAT DATA SECURITY.
THIS IS THE HOW, RIGHT? IT ADDS.
HOW DO WE PROTECT THE DATA FROM UNAUTHORIZED USE AND ACCESS, RIGHT? THIS IS THE TECHNICAL
[00:20:01]
SAFEGUARD, LIKE ENCRYPTIONS AND MULTIFACTOR IDENTIFICATION, RIGHT? IT'S GOVERNED BY NIST STANDARDS, ENCRYPTION RULES FIREWALL, OUR SECURITY POLICY HERE AT THE DISTRICT.IT S WE USE THE NIST FRAMEWORK FOR OUR, UH, CYBERSECURITY, RIGHT? THE TYPICAL CONTROL, UH, I MENTIONED, UH, DATA ENCRYPTION, MFA, MULTIFACTOR AUTHENTICATION, UH, ACCESS CONTROL OR NETWORK SEGMENTATION LIKE FIREWALL AND, AND AUDIT LOGGING.
THE KEY RISK HERE, UH, WITH CYBERSECURITY IS LIKE, UM, DATA BREACH HACKING, HACKER STEALING STUDENT FILES, UH, STUFF LIKE THAT.
THERE'S A LOT OF QUESTIONS LIKE, UH, AROUND, EVEN ON THE CDE MODELS, LIKE VENDOR VETTING.
HOW DO WE VET, UH, VENDORS AND AI TOOLS TO BE USED IN OUR CLASSROOM AS WELL AS IN OUR OPERATIONS? I LIKE TO POINT OUT, UH, VENDOR VETTING IS NOT NEW TO LUSD.
WE'VE BEEN USING IT FOR YEARS.
UM, THERE WAS A PROCESS CALLED UIP, A UNIFIED DIGITAL INSTRUCTIONAL PROCUREMENT PLAN THAT WAS IN PLACE THAT WE VET A LOT OF THE INSTRUCTIONAL TOOLS ABOUT TWO YEARS AGO.
WE INCORPORATED A LOT OF THE AI COMPONENT IN THIS VETTING PROCESS.
NOW WE'RE CALLING IT POS, UM, PROCUREMENT OF DIGITAL SOLUTIONS.
IT BREAKS DOWN TO PROBABLY FIVE CATEGORIES.
WHAT WE FOCUS ON, UH, FIRST I'D LIKE TO MENTION, THIS IS NOT AN JUST AN ITS REVIEW.
IT INVOLVES LEGAL, UH, O-D-A-D-O-I AND PROCUREMENT.
THEY EITHER APPROVE OR REJECT THE, UH, APPLICATION.
AND THEN, UM, ONCE IT'S ALL APPROVED, THEN IT CAN GO INTO THE NEXT PHASE OF THE CONTRACTING, RIGHT? THE FIRST QUESTION WE ASK ALL THE VENDORS, LIKE, WHAT DATA IS ACTUALLY COMING IN AND WHERE DOES IT GO, RIGHT? HOW IT'S BEING USED.
THAT MEANS UNDERSTANDING HOW THE TOOL IS INGESTED DATA, THE INPUT, THE FILE UPLOADS, AND WHERE IS IT STORE, RIGHT? YOU WANNA MAKE SURE THAT STORAGE IS ALSO PROTECTED.
IT'S, UM, WHAT WE CALL ONSHORE.
IT'S NOT, UM, OUTSIDE OF THE US AND WHETHER THEY HAVE THE, UH, CORRECT ENCRYPTION AND BASELINE PROTECTION IN PLACE.
SO THERE'S A SLEW OF QUESTION AROUND THAT.
UH, WHAT ENCRYPTION TOOL THEY USE, WHAT, UH, BACKUP AND, UM, UH, AND, UH, RECOVERY THEY DO USE.
NEXT IS COMPLIANCE AND, AND PRIVACY.
EVERY VENDOR HAS TO ALIGN WITH ALL THEIR FERPA, COPA, HIPAA WERE APPLICABLE, RIGHT? WE'RE NOT, UM, JUST TAKING THE WORDS FOR IT, WE'RE ACTUALLY EVALUATING HOW THEY HAVE THE DLP DATA LOSS PREVENTION TOOLS IN PLACE AND MAKE SURE THE SENSITIVE DATA IS ENCRYPTED OR ANONYMIZED, RIGHT? DATA USE, UH, USAGE AND CONTENT.
WE MAKE SURE THAT ZERO TRAINING, MEANING OUR DATA USED AT THEIR TOOL WILL NOT TRAIN OTHER MODELS AND WILL NOT BE SURE TO, TO LIKE A THIRD PARTY OR A SUB-PROCESS THAT WE NOT, UH, WE DO NOT KNOW OF, RIGHT? UM, GOVERNANCE AND, UH, LIFECYCLE.
SO THIS IS WHAT HAPPENS WHEN THE DATA'S DONE WITH IT.
THE CONTRACT'S OVER, WE WANNA MAKE SURE, UH, THERE'S, UH, DESTRUCTION, UM, UH, CLAUSE IN PLACE.
SO IT'S, UH, WE ENFORCE A SECURE DISPOSAL AND DELETION.
ONCE THE DATA IS NO LONGER NEEDED, THEY ACTUALLY, UH, PROVIDE US PROOF THAT THE DATA'S, UH, DESTROYED.
SO IF THEY HAVE, UH, FUTURE BREACHES IN THEIR SYSTEM, WE'RE, WE'RE ENSURE, LIKE OUR DATA IS NOT PART OF THAT BREACH.
OKAY? UM, AND THIS IS IN OPERATION RIGHT NOW AT, OF THIS VETTING PROCESS.
SO AFTER WE VETTED THE VENDOR, UH, UH, GONNA GO NEXT IS THE DATA USE AGREEMENT.
THIS IS WHEN WE GET INTO A CONTRACT WITH A VENDOR, WHETHER IT'S AN MOU OR PROCUREMENT CONTRACT, THEY SIGN A DATA USE AGREEMENT.
UM, THE DATA USE AGREEMENT IS REALLY OUR CONTRACTUAL SHIELD.
UM, UH, HOW THE, THE HOW, UH, WE ENFORCE ALL THOSE STANDARDS, UM, THAT WE'VE VETTED ALREADY.
UM, THE DOA STRICTLY LIMITS HOW DATA CAN BE USED.
IT HAS TO BE, UM, IT'S ONLY USED FOR ITS PURPOSE IF FOR BID SELLING OF STUDENT DATA, TARGETED ADVERTISING AND USED, UM, AND BEING USED, UH, OUTSIDE OF THE STATED EDUCATIONAL PURPOSE, RIGHT? IT MANDATES LIKE TECHNICAL REQUIREMENTS LIKE ENCRYPTION, UH, UNREST, AND IN TRANSITIVE.
AND IT GIVES THE DISTRICT RIGHT TO AUDIT OUR VENDORS.
WE HAVE THE RIGHT TO AUDIT, UM, THEIR TOOLS, ACCOUNTABILITY, THE THIRD COLUMN AND RETENTION.
[00:25:01]
ACCOUNTABLE.IT REQUIRES THEM, AS I MENTIONED, DESTROY THE DATA WHEN IT'S NO LONGER NEEDED.
IT SETS STRICT TIMELINE FOR REPORTING BREACHES.
THEY HAVE TWO DAYS TO REPORT OUR, UM, AND IT MAKES CLEAR THAT ALL STUDENT DATA REMAINS THE PROPERTY OF THE DISTRICT AT ALL TIMES.
UM, I'D LIKE TO PAUSE HERE FOR ANY QUESTIONS BEFORE I TURN IT TO THE NEXT TOPIC TO PIA, IF YOU GUYS HAVE ANY QUESTIONS.
YES, LET'S DEFINITELY, UM, SEE IF WE HAVE QUESTIONS HERE BEFORE WE SHIFT INTO THE MORE INSTRUCTIONALLY FOCUSED CONVERSATION.
ANY ANY QUESTIONS FOR YOU AT THIS TIME? DID YOU SAY, UM, DOUGLAS, AT ONE POINT THAT THERE'S NEW SOFTWARE? I WAS, UH, THAT BLOCKS TRUE AI TOOLS.
WHAT DID YOU MEAN? CAN YOU JUST CLARIFY WHAT YOU MEANT BY THAT? UM, SO PART RESOLUTION, UH, AND THE, AND, UM, SCREEN TIME POLICY.
WE PROCURE TOOL CALLED SCREEN, UH, LIGHTSPEED.
IT HAS THREE MODULES AND WE HAVE, UH, PUSHED THAT, UM, SOFTWARE INTO ALL THE STUDENT DEVICES, ALL THE CHROMEBOOKS.
ONE MODULE IS THE EVENTS WEB FILTERING.
SO IN ADDITION TO A FIREWALL, WE CAN HAVE MORE, UM, FILTERING AT THE DEVICE LEVEL.
UM, ANOTHER ONE IS THE ANALYTICS, RIGHT? SO THIS ALLOWS US TO CAPTURE THE SCREEN TIME APP USAGE TO THE SECOND, UH, WHEN THEY LOG ON, WHAT APPS THEY USE AND STUFF.
AND THE THIRD IS WHAT WE CALL CLASSROOM MANAGEMENT.
THERE ARE TOOLS THAT IS BLOCKED BY THE STUDENTS, BUT THE TEACHER HAS THE ABILITY TO ALLOW THAT FOR THAT PERIOD OF INSTRUCTION.
SO, UM, I THINK P WILL GO INTO THAT LATER WHERE THERE'LL BE PROFESSIONAL DEVELOPMENT AND HOW FOR TEACHERS, HOW TO USE THAT TOOL TO ALLOW LIKE A CERTAIN APPLICATION TO BE USED DURING THAT PERIOD FOR INSTRUCTION.
SO THAT'S, THAT TOOL IS ALREADY IN PLACE.
UM, BUT YEAH, RIGHT NOW WE'RE, ONCE WE START ROLLING OUT, WHEN THE DATA'S COMING IN, WE'LL BE DEVELOPING DASHBOARDS, UH, TO CAPTURE THE SCREEN TIME.
AND WE'LL BE PUSHING THOSE
ONE OF 'EM, AND IT'LL BE ROLLED OUT IN FACES, WILL BE TO THE PARENTS, UH, THROUGH THE PARENT, UH, PORTAL FOR THEIR STUDENTS.
SO THEY COULD SEE, UM, THE SCREEN TIME, UH, USAGE.
AND WE'LL WORK WITH, UH, DOI AND EVERYONE ON, ON WHAT DATA TO SHOW NEXT WOULD BE AT THE CLASSROOM LEVEL, AT THE SCHOOL LEVEL, AND EVEN AT THE DISTRICT LEVEL.
SO BOARD MEMBERS SUCH AS YOURSELF WOULD HAVE THE EXECUTIVE, UH, DASHBOARD VIEW OF THE SCREEN TIME USAGE.
DOES LIGHTSPEED WORK ALSO ON IPADS ON APPLE DEVICES, OR IS IT JUST ON CHROMEBOOKS? RIGHT NOW WE PUSH OUR CHROMEBOOK.
WE'RE WORKING ON TO DO THE IOS DEVICES.
AND THEN LAST QUESTION FOR ME IS JUST WHAT IS OUR CURRENT POLICY IN TERMS OF THE ITERATIVE NATURE OF WHEN THINGS ARE FLAGGED BY A STUDENT, A TEACHER, OR A PARENT? LIKE, I REMEMBER IN THE SPRING WE HAD SOMEONE FLAGGED MAYBE SPOTIFY BECAUSE OF EXPLICIT LYRICS.
AND SO THE DECISION WAS MADE HERE, NOT AT THIS BOARD, BUT IN THIS BUILDING TO LIKE TURN OFF SPOTIFY.
AND THEN WE HEARD FROM SOME TEACHERS AND STUDENTS SAYING, LIKE, WE USE SPOTIFY AS AN INSTRUCTIONAL TOOL.
OBVIOUSLY THAT WAS BEFORE SCREEN TIME LIMITS, SO THEY'D ALL HAVE TO, TO, UM, ALIGN.
BUT HOW ARE THOSE DECISIONS MADE WITH LIKE, WHEN SOMETHING'S FLAGGED THAT IT'S TURNED OFF, THEN IT'S, YOU KNOW, TURNED BACK ON.
LIKE, WHAT IS THE IT OR CAN I CAN ADDRESS THAT? LET ME ADDRESS SPOTIFY.
UM, FIRST IT WAS OPEN, AS YOU MENTIONED, AND WE DID HAVE SOME, UM, UH, UH, WE WERE AT THE DIRECTIVE TO BLOCK SPOTIFY, AND IT'S REMAINED BLOCKED BECAUSE WE DO NOT HAVE THE CONTROL TO SPOTIFY TO, UM, BLOCK THE, UM, ADULT CONTENT, THE EXPLICIT LYRICS.
SO WE USED TO, IF WE OPEN KIDS, YOU KNOW, CAN'T GO INTO SPOTIFY, AND THERE'S A, WE KNOW ON SPOTIFY, THERE'S A LOT OF CONTENT OUT THERE WITH EXPLICIT LANGUAGES IN THE LYRICS.
UM, IN THE PAST WHERE WE'RE MORE LENIENT, IT WAS PRETTY MUCH OPEN.
AND THEN WE WOULD BLOCK AS, UH, THINGS COME IN THAT WE COULD SEE, UH, THAT IS AN ISSUE OR NOT, SAY FOR A STUDENT, WE WOULD BLOCK AND IT WAS LIKE WHACK-A-MOLE.
LIKE NOW WITH THE SCREEN TIME SOLUTION, WE TOOK THE OTHER APPROACH, WE, UH, MORE PROTECTIVE APPROACH WHERE WE BLOCK MOST THINGS AND WE OPEN IT AS PEOPLE SAY, HEY, WE NEED THIS.
CAN WE OPEN IT? THAT WHEN WE'D GO THROUGH THE VETTING PROCESS WITH DOI, WITH ALL THE, UH, DEPARTMENT PARTNERS INVOLVED, AND THEN SAY, YES, AND IT WOULD OPEN IT, WE DON'T MAKE THE FINAL DECISION.
WE'LL JUST, YOU KNOW, UH, WE'LL GO THROUGH A VETTING PROCESS.
UM, SO SPOTIFY, I GUESS I, I GET EMAILS JUST LIKE YOURSELF ABOUT, UH, STUDENT ONE, SPOTIFY, UH, 'CAUSE IT CALMS
[00:30:01]
THEM.BUT AT THIS POINT, I DON'T HAVE THE MEANS TO BLOCK OUT ANY EXPLICIT CONTENT ON SPOTIFY.
THAT'S WHY IT'S REMAINED BLOCKED.
IS THERE A PLACE THAT THE BOARD AND THE PUBLIC, AND MAYBE THOSE ARE TWO SEPARATE QUESTIONS, BUT HAVE ACCESS TO KIND OF THE APPROVED DEVICE.
THE APPROVED APPS ARE THE ONES THAT HAVE BEEN BLOCKED OR HOW, YOU KNOW, AND SOMETHING LIKE SPOTIFY.
I MEAN, BECAUSE I THINK IT, THERE'S SOMETHING INHERENT IN THIS WHOLE PROCESS THAT THAT'S GONNA BE HOW IT HAPPENS.
AND WHEN YOU HAVE, WHEN YOU HAVE A LOT OF TOOLS AND YOU HAVE ACCESS, AND YOU JUST HAVE THE INTERNET, UH, AND NOT EVERY FILTER IS PERFECT, YOU'RE GONNA HAVE PARENTS AND STUDENTS WHO FLAG CERTAIN THINGS.
AND LIKE THAT KIND OF WHACK-A-MOLE AS YOU PUT IT, IS I THINK, ENDEMIC TO THIS WHOLE EXERCISE.
UM, ESPECIALLY AS THINGS ARE EVOLVING SO QUICKLY.
BUT IT WOULD BE HELPFUL TO KNOW LIKE WHERE THINGS STAND, UM, AT ANY GIVEN TIME FOR, FOR PARENTS AND FOR THE BOARD AND FOR EDUCATORS.
AND THEN ALSO TO UNDERSTAND LIKE WITH THE SPOTIFY, WHY IT MIGHT BE BLOCKED.
BECAUSE I, I'M SURE THERE ARE FOLKS WHO WANT IT OPEN, THERE ARE FOLKS WHO WANT IT CLOSED.
BUT JUST UNDERSTANDING LIKE, WELL, IT'S CLOSED RIGHT NOW BECAUSE SPOTIFY HAS NOT GIVEN US AN OPPORTUNITY OR AN OPTION TO TURN OFF EXPLICIT LYRICS, BECAUSE THAT ALSO THEN HELPS THE BOARD FIGURE OUT WITH OUR ADVOCACY, JUST LIKE WE'VE TALKED WITH GOOGLE ABOUT, UM, YOUTUBE AND, UH, THE ALGORITHM AND AUTO PLAY AND ADS THAT LIKE, HEY, IF THEY HAD A VERSION THAT DIDN'T HAVE THAT, MAYBE WE WOULD AMEND OUR POLICY.
SO I GUESS A FEW QUESTIONS I'M ASKING NOW.
ONE IS, BUT THE MAIN ONE IS LIKE, WHERE WHERE WOULD WE HAVE ACCESS TO THAT INFORMATION SO THAT WE'RE ABLE TO UNDERSTAND AND THEN RESPOND TO CONSTITUENTS, BUT ALSO THEM POTENTIALLY ADVOCATE TO A SPOTIFY ABOUT LIKE, HEY, HELP US AND HELP SCHOOL DISTRICTS WITH A NON EXPLICIT LYRIC VERSION, BECAUSE THERE ARE A MILLION OF BENEFITS TO BOTH THE COMMON MUSIC OR JUST MUSIC FOR MUSIC EDUCATION.
I GOT REQUESTS OF EXACT SAME THING, MR. MELVOIN.
UM, WHAT WE HAVE IS, UH, A LIST OF APPROVED, UM, EDUCATION TOOLS AND A PROCESS, BUT THERE ARE A LOT OF TOOLS OR APPS OUT THERE THAT ARE FREE, LIKE SPOTIFY THAT NEVER GONE THROUGH A VETTING PROCESS.
IT'S, IT'S FREE TO THE PUBLIC.
IT GOT FLAGGED AND WE BLOCKED IT.
SO IT'S HARD TO SAY THESE ARE BLOCKED OR THESE APPROVED BECAUSE THERE ARE SO MANY FREE TOOLS OUT THERE, AND THERE'S MORE AND MORE, UH, COMING ON ONLINE OR BEING AVAILABLE TO STUDENT.
SO IT'S HARD TO SAY, THIS IS A COMPREHENSIVE LIST THAT'S APPROVED, AND THEN SOMEONE SAY, HEY, YOU KNOW, MY STUDENT WENT TO THIS WEBSITE AND IT'S NOT AN APPROVED LIST.
I GO, WELL, BECAUSE IT'S FREE, IT'S MADE AVAILABLE.
SO WHAT WE'VE BEEN DOING IN A LIGHTSPEED AND OUR FIREWALL IS BLOCKED BY CATEGORIES, RIGHT? AS THESE LIKE GAMING CATEGORIES, UH, PORNOGRAPHY, UM, AI.
SO IF THERE'S A NEW WEBSITE OR A NEW APP THAT FALLS IN THAT CATEGORY, IT WILL BE BLOCKED.
HOWEVER, THERE ARE SOME SITES THAT ARE, THEY DON'T REALLY, THEY MISCATEGORIZE THEMSELF, RIGHT? OR THEY HAVE EMBEDDED CONTENT IN THERE.
THEY WERE SAYING EDUCATION, BUT THERE'S SOME SO THAT COME TO US AND WE WOULD BLOCK IT.
UM, SO THAT'S WHY IT IS, IT IS LITTLE DIFFICULT TO SAY, HERE'S EVERYTHING THAT IS ALLOWED AND NOTHING ELSE, OR EVERYTHING NOT ALLOWED BECAUSE IT'S, YOU KNOW, UM, THERE'S A LOT OF FREE TOOLS AS YOU KNOW, OUT THERE AND FREE WEBSITES OUT THERE THAT'S, THAT'S AVAILABLE KIDS THAT YEAH, I GUESS MAY OR MAY NOT, YOU KNOW, CAPTURE IN A FIREWALL.
YEAH, AND I'LL TURN IT BACK TO MS. I GUESS MY SUGGESTION MIGHT BE FOR THE TEAM IS TO HAVE IT VERY CLEAR ON THE WEBSITE WHERE, WHERE OUR SCREEN TIME POLICY, WHERE OUR AI POLICY LIVES AROUND LIKE A, A TAB FOR CURRENT STATUS OF STUDENT FACING APPS, AND THEN HAVE IT, WHETHER IT'S BY CATEGORY, BY APP, MENTION WHAT'S ALLOWED, WHAT'S NOT.
AND THEN IT CAN BE SOMETHING THAT WE, THAT WE MENTION WE UPDATE WEEKLY, MONTHLY, QUARTERLY, WHATEVER, JUST SO FOLKS HAVE AN, BECAUSE WE DO GET A LOT OF QUESTIONS, I'M SURE ALL BOARD OFFICES ABOUT WHAT'S ALLOWED AND WHAT'S NOT.
AND LIKE, IT'S, IT DOES SEEM A BIT, UM, HADD HOC WHEN IT COMES TO LIKE, WELL, WE JUST BLOCKED THIS BECAUSE OF A FLAG.
AND I GET WHAT YOU'RE SAYING THAT THERE'S, YOU CAN'T BE PROACTIVE WITH, THERE ARE LITERALLY TENS OF THOUSANDS OF APPS, BUT ONCE WE ARE FLAGGING IT, WE COULD ADD IT TO THIS LIST.
IT JUST MIGHT BE EASIER FOR EVERYONE.
SO I'LL FOLLOW UP ON THAT, BUT I'D SUGGEST THAT WE JUST MAKE SURE THAT LIST IS EASILY, UM, ACCESSIBLE.
ANOTHER EXAMPLE I LIKE TO POINT OUT IS CHESS.COM, RIGHT? THAT'S ACTUALLY, UM, IT'S FALLS UNDER GAMING.
WE BLOCK ALL GAMING, BUT CHESS.COM, IT'S, YOU KNOW, PEOPLE USE IT DURING LUNCHTIME.
THERE'S CHESS CLUB IN OUR SCHOOL SITES.
SO THAT CAME TO OUR ATTENTION, AND NOW WE ALLOW THAT.
SO THAT'S ON THE GOOD SIDE, AND IT'S, YEAH, AND I AGREE.
I JUST, AND THESE DECISIONS I THINK ARE ALL REASONABLE.
IT JUST WOULD BE NICE FOR US TO BE, TO HAVE THAT LIVE SOMEWHERE.
SO WHEN SOMEBODY SAYS, MY KID GOT HOME AND THEY'RE PLAYING CHESS, I THOUGHT GAMES WERE BLOCKED, AND THEN THEY EMAIL THE BOARD OFFICE AND WE'RE TRYING TO TRACK IT DOWN, WE CAN SAY, GO TO THIS WEBSITE.
OH, NO, CHESS IS NOW APPROVED BECAUSE OF, IN THESE USE CASES.
AND THEY MIGHT DISAGREE OR THEY MIGHT AGREE, BUT AT LEAST IT IS MORE, UH, TRANSPARENT.
SO YEAH, JUST A FEW FOLLOW UPS ON, ON THE CHESS EXAMPLE.
MAYBE WE COULD ALSO SEEK SOME PHYSICAL CHESS SETS.
LIKE THAT SEEMS LIKE SOMETHING THAT THERE'S AN ANALOG ALTERNATIVE FOR.
UM, JUST TO MAKE SURE I UNDERSTAND,
[00:35:01]
MR. LEE.SO IT SOUNDS LIKE WE, FOR PROCURED TOOLS WHERE WE HAVE A VENDOR RELATIONSHIP, VENDOR PURCHASER RELATIONSHIP WITH AN ENTITY, WE HAVE THIS KIND OF REALLY ROBUST PROCESS THAT WE UNDERTAKE.
BUT, UH, BUT THAT SEPARATELY, THERE'S THESE FREE TOOLS THAT ONE MIGHT ENCOUNTER ON THE, THROUGHOUT THE INTERNET.
AND, AND IN THAT CASE, IT'S MORE WE'RE RELYING ON OUR FIREWALLS TO, AND IN SOME CASES WE CAN'T PROACTIVELY BLOCK, BUT WE DO BY CATEGORY.
IS THAT RIGHT? LIKE, THERE'S TWO SEPARATE KIND OF CORRECT WAYS THAT WE'RE HANDLING THAT.
AND THEN ON, ON THIS ITEM, UM, WHICH I THINK MR. MELVOIN ASKED ARE, CAN YOU SHARE WHAT TOOLS HAVE PASSED OUR VETTING PROCESS? AND, AND IS THERE SOMEWHERE ONLINE THAT SURE.
FOLKS CAN FIND THAT? OR CAN YOU SAY IT OUT LOUD RIGHT NOW? UM, WE HAVE TOOLS LIKE, UM, RIGHT NOW WE BLOCK ALL GEN AI TOOLS.
FOR POLICY, UH, LIKE, UM, FOR STUDENTS, UM, LET'S FOCUS ON STUDENTS.
UM, THE CHAT, GBT, THE GEMINI, THE CLOTH, UH, THEY ARE BLOCKED ON FOR OUR STUDENT DEVICES.
AND THERE'S A CATEGORY, UM, CALLED AI DETECTION, AI GENERATION, AND AI IN GENERAL, THAT LIGHTS BLEED BLOCK.
SO ANY SOFTWARE THAT, THAT LIGHTS BIG FLAGS UNDER THESE CATEGORIES, THEY ALL BLOCK ON OUR STUDENT DEVICES.
SO IN TERMS OF THE, THE PROCESS THAT YOU LAID OUT, ARE THERE ANY TOOLS THAT HAVE BEEN APPROVED AND ARE BEING UTILIZED? WELL, THERE ARE TOOLS THAT'S PRIMARY FUNCTION.
THAT'S NOT, UM, AI, I'M GONNA USE IREADY AS I BEFORE.
IREADY IS AN APPROVED, UH, RIGHT PRODUCT.
NOW IT HAS AI, RIGHT? SO THAT, THAT'S APPROVED, LIKE IN THE APPROVED PROCESS, ONLY THREE YEARS.
SO EVERY THREE YEARS, UM, OR WHEN THEY HAVE A NEW, A NEW PRODUCT, THEY HAVE TO GO THROUGH THE VETTING PROCESS.
SO IT'S NOT APPROVED ONCE AND YOU'RE GOOD FOREVER.
IT, IT GOES, IT, IT'S ONLY THREE YEAR.
SO IF THEY INTRODUCE AN AN AI, WE HAVE TO LOOK AT HOW IS THAT, UM, DATA BEING USED WITH THE AI, RIGHT? SO IT GOES TO THE SAME VETTING PROCESS.
SO, UM, I-READY, UM, AS I, UM, USE THAT EXAMPLE, IT NOW HAS AI, IT IS AN APPROVED PRODUCT, UM, THAT'S, THAT'S USED IN OUR SCHOOLS, UH, BUT ITS PRIMARY FUNCTION IS NOT AI, IT'S JUST INCORPORATES AI IN ITS FEATURES.
CAN YOU SAY MORE ABOUT WHAT THE PARTICULAR AI COMPONENT OF I-READY IS? JUST THIS, IT'S, IT'S NEWS TO ME.
WHEN LOOK AT IT, I, IT IS ASSESSMENT.
I'M, I'M PROBABLY, UH, LOOK AT THE STUDENT'S ASSESSMENT AND PROBABLY PERSONALIZE AREAS NEEDS IMPROVEMENT PERHAPS, RIGHT? UM, MAYBE YOU CAN SHARE, YOU CAN SHARE BACK ONCE YOU HAVE A QUICK FOLLOW UP ON THIS.
CAN WE, DO WE, OR CAN WE, IN OUR PROCUREMENT PROCESS, INSIST ON DISTRICT APPROVAL BEFORE ANY AI AUTOMATIC UPGRADES? I KNOW THIS ALSO CAME WITH CANVA WHERE IT WAS LIKE, IT'S APPROVED PRODUCT, AND THEN BECAUSE IT'S A BACKDOOR WAY OF GETTING AROUND A LOT OF THESE POLICIES, AND AGAIN, IT MIGHT BE ONE THAT WE'RE APPROVING, BUT IF IT WE'RE APPROVING LIKE CHESS.COM AND THEN THEY DO AN UPDATE, AND NOW IT'S AI.
I MEAN, I GUESS THERE'S AN ELEMENT OF THAT IN, IN CHESS.COM INHERENTLY, BUT LIKE, IT SEEMS LIKE, OH, NOW IT'S AN APPROVED, IT'S APPROVED, SO WE CAN'T DO ANYTHING ABOUT, IT SEEMS LIKE A BIT DEFEAT US.
SO I GUESS, HOW DO WE PRO PROACTIVELY, UM, MAKE SURE THAT OUR CONTRACT AND PROCUREMENT PROCESS ARE SUCH THAT THERE IS A GUARD RAIL THAT SAYS LIKE, IF YOU'RE GONNA DO NO AUTOMATIC AI UPDATES WITHOUT DISTRICT BOARD APPROVAL, OR LIKE, HOW DO WE DO THAT? YEAH.
UM, ACTUALLY I ASK THE SAME QUESTION BECAUSE IT'S A LITTLE DIFFICULT, LIKE CHESS.COM OR CAMERA, IT'S ONE VERSION FOR EVERYBODY, RIGHT? THEN WHEN THEY DO AN UPGRADE, THEY LAUNCH AND EVERY, EVERY, EVERY ONE GOES TO DESK, DESK, CHESS.COM WOULD SEE THE SAME UPGRADE.
IF WE'RE TO MANDATE, LIKE, YOU NEED OUR APPROVAL FIRST, THEN IT WOULD NEED A SECOND VERSION, RIGHT? THERE'S CHESS.COM FOR OUSD AND THERE'S CHESS.COM FOR EVERYONE ELSE.
AND THAT'S VERY, YOU KNOW, THE, I DON'T THINK THE VENDOR WOULD WOULD GO FOR THAT.
IT'S LIKE, HEY, THIS IS, YOU KNOW, SO WE ASK THEM, WE JUST SAY, HEY, IF THERE'S AN UPDATE, SOMETIME THEY DO RELEASE NOTES IN ADVANCE AND THAT LET US KNOW LIKE THERE'S UPGRADES COMING OR AN AI'S COMING.
UH, BUT AS A GOOD POINT, WE'LL PUT THAT IN IN OUR PROCUREMENT CONTRACT OR GIVE US A HEADS UP SO WE CAN, UH, UM, TAKE A LOOK AT IT.
WE ALSO ASK ALL OUR VENDORS, LIKE, IS THERE AN ON AND OFF SWITCH, RIGHT? LIKE, FOR CANVA AND PDF, LUCKILY THERE IS AN ON AND OFF SWITCH FOR THE AI, AND WE'RE ABLE TO TURN OFF THE, THE AI FEATURE OF CANVA AND STILL ALLOW THE GENERAL USE OF CANVA WITHOUT THE AI PORTION.
UM, BUT SOME SOFTWARE DO NOT HAVE THAT FEATURE, BUT WE'RE ASKING SAY, CAN YOU PUT THAT IN? AND I'M SURE A LOT OF, UH, NOT JUST US, BUT A LOT OF, UH, PUBLIC SCHOOL, UM, DISTRICT ARE ASKING THE SAME THING.
YOU KNOW, GIVE THE USER THE CONTROL OR PARENTS THE CONTROL, RIGHT? YEAH.
[00:40:01]
I MEAN, CHEST.COM MAYBE IS GONNA ALWAYS BE IN, LIKE, IT IS NOT THE BEST EXAMPLE, BUT WHEN IT COMES TO THINGS THAT WE'RE PROCURING AND OTHER DISTRICTS WANT TOO, I MEAN, YOUTUBE IS A GREAT EXAMPLE.LIKE THE MORE DISTRICTS THAT START BANNING YOUTUBE AND SAY, BUT IF THERE'S AN AD FREE, ALGORITHM FREE VERSION WHERE, YOU KNOW, WE WOULD BE OPEN TO IT, THE MORE WE'RE GONNA FORCE THE MARKET.
SAME WITH, I THINK SOME OF THESE THINGS.
IF WE'RE DOING A PROCUREMENT FOR A DESIGN SOFTWARE AND CANADA IS ONE OF THE BIDDERS, BUT THEY DON'T ENABLE US TO HAVE THOSE CONTROLS, THEN MAYBE A NEW COMPANY WILL EMERGE.
I MEAN, THAT, THAT'S WHERE I THINK THERE'S STRENGTH IN ALL THESE DISTRICTS MOVING TOGETHER.
SO I THINK THE THINGS YOU'RE ASKING AROUND THE ON OFF SWITCH AND ENSURING THAT WE HAVE THAT IN THE PROCUREMENT PROCESS MAKES SENSE FOR LIKE GOING FORWARD.
YEAH, I MEAN, THERE'S A PROCUREMENT AD ADVOCACY ANGLE AROUND HOW WE'RE LEVERAGING OUR PURCHASING POWER TO DEMAND THAT THE MARKET MAKE, MAKE SHIFTS SO THAT IT'S ACTUALLY PROTECTIVE OF STUDENTS.
UM, AND THEN THERE'S THE, WE WOULD NEED TO MAKE SURE THAT THIS PROCESS HAS INTEGRITY.
SO IF THERE'S A, A WAY IN WHICH COMPANIES ARE JUST CREATING THESE NEW AI COMPONENTS AND THEN NOT HAVING TO FACE THE SAME RIGOROUS PROCESS, UM, THEN THAT UNDERMINES THE SUBSTANCE OF THE PROCESS THAT WE HAVE.
SO, UM, AGREE WITH YOU MR. MELVOIN ON THAT.
AND I THINK THAT IF WE CAN EMBED THAT AS PART OF OUR PROCUREMENT PROCESSES, UM, NOT LIKE YOU HAVE TO GIVE US A HEADS UP, BUT ACTUALLY WE HAVE TO, YOU HAVE TO UNDERGO A THOROUGH REVIEW BEFORE WE'RE GONNA ENABLE ANY OF THOSE COMPONENTS ON OUR STUDENT DEVICES.
UM, I DO HAVE ONE MORE QUESTION, BUT I'LL TURN AND SEE IF BOARD MEMBER OR THESE FRANKLIN HAS ANYTHING.
I DON'T SEE HER ON THE SCREEN RIGHT NOW, SO PERHAPS NOT.
UM, JUST ONE, UH, WELL, ACTUALLY, TWO MORE QUICK QUESTIONS.
WITH REGARD TO THE PROCESS FOR, UM, EVALUATING NEW AI TOOLS, DO WE CONSIDER LIKE BENEFIT TO STUDENTS OR EVIDENCE OF POSITIVE IMPACT, LIKE IN RESEARCH STUDIES, ET CETERA, WHEN WE'RE EVALUATING A NEW TOOL? ABSOLUTELY.
THERE'S A, A COMPONENT WHERE DOI, UH, LOOK AT THE EDUCATIONAL USE OKAY.
AND, AND PERHAPS IN THE
AND THEN ONE OTHER QUESTION, JUST ON THE DATA PRIVACY AND SECURITY FRONT.
UM, THERE'S BEEN SOME NEWS REPORTS AROUND AI SYSTEMS HACKING INTO OTHER SYSTEMS AND ACCESSING DATA AGAINST PROGRAMMING.
UM, IS THAT KIND OF SCENARIO APPLICABLE TO AI PLATFORMS THAT THE DISTRICT UTILIZES? AND IF SO, HOW ARE WE PREPARING AND ENSURING THAT, UM, OUR SYSTEMS ARE PROTECTED? SO WHAT YOU REFERENCED TO WAS A CONTROL TEST DONE BY AN AI COMPANY TO TEST THE AI AND EVEN IN A CONTROL TEST, THE POWER OF AI, THEY WAS ABLE TO LEAVE THAT CONTROL ENVIRONMENT, WENT TO ANOTHER COMPANY AND HACKED THAT COMPANY.
IT WROTE CODES ON AN OPEN SOURCE PLATFORM.
UM, THE TOOLS THAT WE HAVE NOW THAT, UM, THAT WE HAVE, UH, AGREEMENT WITH, UH, FOR EMPLOYEES AND TEACHERS IS, IS GEMINI AND COPILOT.
SO THESE ARE, UH, GOOGLE AND MICROSOFT, UH, THEY HAVE GUARDRAILS AGAINST ALL THAT.
UH, WHEN I SAY WE HAVE ENTERPRISE LICENSE, MEANING WHAT WE USE IN THOSE PLATFORM, WHEN WE SIGN ON FOR A SINGLE SIGN ON, IT'S IN, OOPS, SORRY.
IT DOES NOT GO OUT TO THE GENERAL PUBLIC, UH, LARGE LANGUAGE MODULE, LARGE LANGUAGE MODEL TO TRAIN THE OPEN MODEL.
IT ONLY IT RESIDES IN OUR OWN ENVIRONMENT.
SO, UH, THAT'S ADDITIONAL PROTECTION THERE, UH, FOR US.
UM, JUST I APPRECIATE THAT YOU HIGHLIGHTED THE ACCOUNTABILITY AND KIND OF ENFORCEMENT MECHANISMS THAT EXIST WITHIN OUR PROCESSES.
UM, LIKE THE DATA USE AGREEMENT.
I'M JUST CURIOUS IF, SO I SEE LIKE KIND OF THE, THE STICK, I GUESS NOT CARROT, BUT STICK THAT'S INCLUDED HERE AROUND, UM, THE PII, FOR EXAMPLE, IS A FIVE YEAR ACCESS BAN.
UH, WAS THERE ANY CONTEMPLATION OF LIKE MONETARY KIND OF, UH, CONSEQUENCES OR PERHAPS WE AS A DISTRICT DON'T HAVE THE ABILITY TO DO THAT, BUT, UM, I WOULD BE REALLY CONCERNED ABOUT LIKE HOW DO WE, HOW DO WE ENSURE THAT THE CONSEQUENCE MATCHES THE CRIME? YOU KNOW, AND AS JUST USING A METAPHOR? YES.
UM, THERE'S, UH, LEGAL ACTION.
WE CAN TAKE IT AGAINST A COMPANY FOR DATA, UH, UH, BREACH, AND THEY FAIL, UM, UH, UM, TO DO WHAT THEY INTENDED THEY AGREED TO DO IN A DUA.
SO THERE HAVE BEEN LAWSUITS AGAINST VENDORS WHO HAVE VIOLATED THOSE POLICIES.
SO THAT'S A SEPARATE, NOT NECESSARILY SPOKEN TO IN THE DATA USE AGREEMENT, BUT A SEPARATE AVENUE THAT WE CAN TAKE TO, TO ENFORCE THOSE PROVISIONS.
UM, ANYTHING ELSE FOR YOU, MR, BEFORE WE TURN ONTO THE NEXT ONE? NO, I THINK THAT, LIKE, JUST AS WE'RE FRAMING ONE, YOU KNOW, I'M, I'M REMEMBER COGNIZANT OF THE FACT THAT THE COMMITTEE'S PURPOSE IS TO MAKE RECOMMENDATIONS THAT THE BOARD WILL ADOPT.
SO WHEN IT COMES TO SOME OF THE THINGS THAT WE'RE ASKING MR. LEE TO ABOUT RIGHT NOW, LIKE THE LIST OF, OF APPS, I MEAN THAT AS WE'RE KEEPING NOTES AND THINKING ABOUT WHAT THE COMMITTEE SHOULD RECOMMEND, I ALSO JUST THINK THERE IS, AS WE THINK ABOUT SCAFFOLDING AND PREPARING KIDS FOR THE WORLD, YOU KNOW, I THINK TO
[00:45:01]
USE THE CANVA EXAMPLE, THERE IS AN ELEMENT AND, AND I THINK THIS IS WHAT WE SEE WITH NEW YORK, JUST WITH ELEMENTARY AND MIDDLE, BUT WHERE WE WANNA PROTECT STUDENTS FROM AI, BUT THEN WE ALSO DON'T WANT THEM TO GET TO COLLEGE OR GET TO THEIR JOBS AND HAVE A VERSION OF CANVA THAT WAS LIKE, NOW THE TRAINING WHEELS ARE OFF AND THERE'S AI AND THEY'RE COMPLETELY UNPREPARED FOR IT.AND SO I THINK AS WE, AS WE THINK THROUGH THAT, LIKE WHAT IS THAT SCAFFOLDING? AND OF THESE, AND THERE ARE A FEW EXAMPLES, CANVA BEING ONE OF THEM, MAYBE SOME OF THE GENERATIVE AI BEING ANOTHER, OR WE THINK ABOUT LIKE, HOW DO WE PROTECT AND THEN TEACH AND THEN TRAIN, LIKE, YOU KNOW, GET STUDENTS PREPARED FOR THAT.
AND THEN, SO, WHICH IS JUST A, A COMPLICATED QUESTION 'CAUSE I THINK WE'RE FRAMING LIKE WE'RE, WE'RE THINKING ABOUT THE GUARDRAILS AND THE PROTECTION AROUND AI, BUT THERE'S ALSO THEN THE, THE REALITY THAT WHEN WE'RE LAUNCHING KIDS OFF INTO A WORLD WHERE WE DON'T WANT THEM TO BE TOO, UM, SHELTERED, AND IT'S THE SAME WITH CELL PHONES AND STUFF THAT WE DID AS WE BUILD GUARDRAILS AROUND THAT, BUT I'M, YOU KNOW, CURIOUS AS THIS COMMITTEE, UM, CONTINUES TO MEET HOW WE THINK THROUGH THAT KIND OF SCAFFOLDING PROCESS, MAYBE THAT'S A GOOD TRANSITION TO OUR CHIEF ACADEMIC OFFICER
YEAH, I HAD SIMILAR QUESTIONS ABOUT LIKE, MORE EDUCATIONAL FOCUS TOOLS AND LIKE WHAT'S AVAILABLE WHEN THAT CHANGES.
SO I, I DO THINK THAT'S AN AREA THAT LIKE WE SHOULD DIG INTO OVER TIME.
UM, I'M ALSO CURIOUS ABOUT LIKE, THE TIMELINE FOR EDUCATION SPECIFIC TOOLS, BECAUSE THE INITIAL TIMELINE HERE WAS LIKE, YOU KNOW, AI BROADLY, AND THEN AT THE APPENDIX THERE'S KIND OF THE L-A-U-S-D ONE, BUT ONE THING THAT'S MISSING IS THE RESOLUTION WE WROTE ON THE BUDGET TRANSPARENCY TOOL THAT CALLED FOR, UM, AN AI POWERED, UM, TOOL TO, YOU KNOW, BE ABLE TO ASK AN ANSWER OR PEOPLE COULD ASK AND THE TOOL COULD ANSWER QUESTIONS ABOUT OUR BUDGET.
AND, AND I THINK WE'RE TRYING TO THINK ABOUT, UM, YOU KNOW, WAYS TO USE THIS SPECIFIC FOR L-A-U-S-D.
SO I DON'T, I DON'T KNOW, UM, EXACTLY LIKE WHERE THAT CAN FIT IN, BUT I, I THINK THERE ARE SOME LESSONS LEARNED ABOUT OUR OWN EXPERIENCE WITH TRYING ON AI IN LA UNIFIED.
UM, AND MAYBE THERE ARE SOME OTHER SCHOOL DISTRICTS.
I REALIZE WE'RE FARTHER AHEAD IN A LOT OF WAYS.
UM, GREAT TO SEE THAT NEW YORK IS CATCHING UP.
BUT, UM, AS WE GO THROUGH THIS COMMITTEE, I'D LOVE TO KNOW, LIKE WHERE WE'VE TRIED THINGS ON EITHER OFFICIALLY THROUGH LIKE BOARD RESOLUTIONS OR EVEN LIKE TEACHER WORKING GROUPS.
AND I KNOW WE'LL GET MORE INTO THE INSTRUCTIONAL SIDE HERE, BUT I THINK JUST IN TERMS OF CAPTURING THE TIMELINE OR THE HISTORY, THE, THE LIKE SYSTEMS APPROACH, UM, IT WOULD BE HELPFUL TO, UM, INCLUDE THOSE PIECES, YOU KNOW, FROM, FROM THE BOARD IN PARTICULAR.
UM, AND I'LL WANNA COME BACK TO THAT TOO.
THE, UH, THE RESOLUTION ON THE BUDGET TRANSPARENCY USING AI.
I MEAN, I, I'VE SEEN SOME OF THE DRAFT CHAT BOT WORK, UM, BUT I THINK THAT'S A REALLY GOOD EXAMPLE OF, UM, YOU KNOW, HOW WE'RE KIND OF PIONEERING IN WAYS THAT ARE PARTICULAR TO EDUCATION, YOU KNOW, OUTSIDE OF INSTRUCTION, BUT STILL IMPORTANT FOR THE SYSTEM.
SO MAYBE LESS OF A QUESTION AND MORE OF A LIKE THING TO THINK ABOUT FOR THE TEAM FOR A FUTURE SESSION.
SO, WITH THE TECHNICAL FOUNDATION THAT MR. LEE HAS SHARED, WE NOW WANT TO SHIFT TO THE INSTRUCTIONAL SIDE OF THIS CONVERSATION, BEGINNING WITH THE GUIDANCE FROM THE CALIFORNIA DEPARTMENT OF ED.
IN ADDITION, THE CD ALSO CONVENED AN AI TASK FORCE AS REQUIRED BY SENATE BILL 1288 AND RECENTLY RELEASED A MODEL POLICY.
OUR ARTIFICIAL INTELLIGENCE, CALIFORNIA'S GUIDANCE, GIVES US FIVE PARTICULARLY IMPORTANT IDEAS.
FIRST, AI SHOULD BE HUMAN CENTERED ENHANCING RATHER THAN REPLACING EDUCATORS RELATIONSHIPS, PROFESSIONAL JUDGMENT, AND AUTHENTIC LEARNING.
STUDENTS NEED MORE THAN THE ABILITY TO OPERATE AN AI TOOL.
STUDENTS NEED TO BE ABLE TO UNDERSTAND WHAT THESE SYSTEMS CAN AND CANNOT DO, AND CRITICALLY EVALUATE WHAT, WHAT THEY PRODUCE.
THIRD, THE STATE ALSO EMPHASIZES EQUITABLE ACCESS, ACADEMIC INTEGRITY, AND DATA PRIVACY AND SAFETY TAKEN TOGETHER.
THIS MOVES THE CONVERSATION BEYOND A SIMPLE QUESTION OF WHETHER AI SHOULD BE ALLOWED OR PROHIBITED.
THE LARGER QUESTION BECOMES, HOW DO WE PREPARE STUDENTS TO ENGAGE WITH AI CRITICALLY, SAFELY, ETHICALLY, AND RESPONSIBLY? WE HAVE TRANSLATED THAT STATE LEVEL DIRECTION INTO FOUR IDEAS THAT HELP FRAME AD'S APPROACH.
HUMAN FIRST EDUCATORS REMAIN AT THE CENTER.
NEXT, LEARNING FIRST, AI SHOULD BE CONNECTED TO STANDARDS, INSTRUCTIONAL GOALS, CRITICAL THINKING, CREATIVITY AND AUTHENTIC STUDENT WORK.
STUDENTS NEED TO UNDERSTAND PRIVACY, BIAS, ERRORS, LIMITATIONS, AND
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ACADEMIC INTEGRITY.AI LITERACY SHOULD DEVELOP PROGRESSIVELY AS STUDENTS PREPARE FOR COLLEGE CAREERS AND LIFE IN A WORLD WHERE THESE TECHNOLOGIES WILL INCREASINGLY BE PRESENT.
THE CENTRAL IDEA IS THAT WE ARE NOT PURSUING AI USE FOR ITS OWN SAKE.
THE INSTRUCTIONAL PURPOSE COMES FIRST.
THE STATE GUIDANCE ALSO REINFORCES MANY OF THE TECHNICAL PRACTICES THAT WE DISCUSSED EARLIER.
BEFORE AN AI SYSTEM IS INTRODUCED, DISTRICTS SHOULD EXAMINE PRIVACY, COMPLIANCE, AND DATA SECURITY.
SCHOOL DISTRICTS SHOULD ALSO SEE CLARITY ON HOW AI SYSTEMS, ALGORITHMS MAKE DECISIONS, HOW LONG THE AI SYSTEM RETAINS STUDENT DATA.
IN ADDITION, REVIEWING HOW THE SYSTEM MAKES ITS ACCESSIBLE FOR ALL STUDENTS, INCLUDING STUDENTS WITH DISABILITIES.
AND TWO ADDITIONAL COMPONENTS ARE PARTICULARLY IMPORTANT.
ONE IS EDUCATIONAL PARTNER INVOLVEMENT, BRINGING PARENTS, STUDENTS, EDUCATORS, AND ADMINISTRATORS INTO THE CONVERSATIONS.
MUCH LIKE WHAT THE GOAL OF THIS AD HOC COMMITTEE.
AND THE OTHER IS CONTINUOUSLY MONITORING APPROVAL SHOULD NOT BE VIEWED AS A ONE-TIME EVENT.
AI PRODUCTS, MODELS, TERMS OF SERVICE AND CAPABILITIES CAN CHANGE.
AND OUR EVALUATION PROCESSES, THEREFORE NEED TO CONTINUE AFTER IMPLEMENTATION.
WITH THAT STATE FOUNDATION WILL NOW LOOK AT HOW L-A-U-S-D HAS BEGUN TRANSLATING THIS PRINCIPLES INTO DISTRICT GUIDANCE AND PRACTICE.
THIS BRINGS US DIRECTLY TO ONE OF THE BOARD'S QUESTIONS.
WHAT IS GENERATIVE AI? I OFFER YOU THIS DEFINITION FROM THE DEPARTMENT OF ED.
GENERATIVE AI IS A TYPE OF ARTIFICIAL INTELLIGENCE DESIGNED TO CREATE NEW CONTENT BASED ON PATTERNS LEARNED FROM LARGE AMOUNTS OF INFORMATION.
THAT CONTENT THEN CAN INCLUDE TEXTS, IMAGES, AUDIO, VIDEO, AND OTHER FORMS OF MEDIA.
AN IMPORTANT DISTINCTION FOR EDUCATION IS THAT THESE SYSTEMS GENERATE OUTPUTS BASED ON LEARNED PATTERNS.
THEY DO NOT GUARANTEE THAT AN OUTPUT IS ACCURATE, UNBIASED, OR INSTRUCTIONALLY APPROPRIATE.
THAT IS WHY HUMAN OVERSIGHT, CRITICAL EVALUATION AND AI LITERACY ARE ESSENTIAL.
IN APRIL, 2024, LOS ANGELES UNIFIED ADOPTED THIS PARTICULAR POLICY GUIDELINES FOR THE AUTHORIZED USE OF ARTIFICIAL INTELLIGENCE.
AND THIS BULLETIN ESTABLISHES DISTRICT EXPECTATIONS FOR RESPONSIBLE, ETHICAL, TRANSPARENT, AND SECURE USE OF AI.
THIS GUIDANCE ADDRESSES ETHICAL AND EQUITABLE USE, HUMAN OVERSIGHT, STUDENT PRIVACY AND DATA PROTECTION, ACCURACY AND VERIFICATION OF AI GENERATED INFORMATION, ACADEMIC INTEGRITY, PROFESSIONAL DEVELOPMENT, AND APPROPRIATE INSTRUCTIONAL USE.
THIS COMPLIMENTS DISTRICT EXISTING DISTRICT POLICY, INCLUDING THE RESPONSIBLE USE POLICY, INFORMATION PROTECTION POLICY, AND OTHER BOARD POLICIES RELATED TO TECHNOLOGY AND STUDENT PRIVACY.
THE DISTRICT'S AI BULLETIN CALLS OUT FOR A CONTINUUM OF PROFESSIONAL LEARNING FOR EDUCATORS, FOCUSED ON UNDERSTANDING AI CONCEPTS, ETHICAL AND RESPONSIBLE USE OF AI LESSON PLANNING WITH AI, PERSONALIZED LEARNING, DIGITAL CITIZENSHIP, AND APPROPRIATE CLASSROOM INTEGRATION EDUCATOR.
THE BULLETIN ALSO REQUIRES ANNUAL EMPLOYEE CERTIFICATION THROUGH OUR PLATFORM CALLED MY PLN, AND CALLS FOR BOTH SYNCHRONOUS AND ASYNCHRONOUS PROFESSIONAL LEARNING OPPORTUNITIES.
EDUCATION EDUCATOR PREPARATION IS EQUALLY IMPORTANT.
OUR PROFESSIONAL LEARNING IS INTENTIONALLY BROADER ABOUT AI LITERACY.
RATHER THAN TRAINING PEOPLE TO USE A PARTICULAR AI PRODUCT, THE GOAL IS TO BUILD EDUCATOR CAPACITY TO MAKE PROFESSIONAL DECISIONS.
WHEN DOES AI ADD INSTRUCTIONAL VALUE? WHEN MIGHT IT INTERFERE WITH THE LEARNING? HOW DO WE DESIGN LEARNING THAT PRESERVES STUDENT THINKING, CREATIVITY, VOICE, AND ACADEMIC INTEGRITY? THAT IS THE KIND OF PROFESSIONAL JUDGMENT THAT BECOMES INCREASINGLY IMPORTANT AS WE CONTINUE TO, AS AS IMPORTANT AS AI BECOMES EMBEDDED ACROSS EDUCATIONAL TECHNOLOGIES.
OUR FINAL SECTION LOOKS AT HOW L-A-U-S-D HAS ESTABLISHED
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A LONGER TERM GOVERNANCE FRAMEWORK AND WHERE ADDITIONAL WORK REMAINS IN 2025.L-A-U-S-D CONVENE THE INNOVATIVE STRATEGIES TASK FORCE BECAUSE WE RECOGNIZE THAT RESPONDING TO EACH EMERGING TECHNOLOGY INDIVIDUALLY WAS NOT GOING TO BE SUFFICIENT FOR MONTHS.
STUDENTS, PARENTS, TEACHERS, PRINCIPALS, DISTRICT LEADERS, LABOR PARTNERS AND INTERNAL EXPERTS WORKED ALONGSIDE EXTERNAL ADVISORS FROM HIGHER EDUCATION, NONPROFIT, AND A TECH SECTOR.
THE PURPOSE WAS TO DEVELOP A CLEAR, TRANSPARENT, AND RESPONSIBLE APPROACH FOR EVALUATING RAPIDLY EVOLVING TECHNOLOGIES.
THE TASK FORCE WAS REALLY ABOUT ESTABLISHING A SHARED PHILOSOPHY FOR HOW WE APPROACH EMERGING TECHNOLOGY, NOT STARTING WITH A PARTICULAR PRODUCT OR PLATFORM, BUT STARTING WITH STUDENTS, EDUCATORS, AND LEARNING.
ONE OF THE FIRST IMPORTANT PRINCIPLE THAT EMERGED WAS PEOPLE.
FIRST, THE FRAMEWORK IS EXPLICIT.
THE TECHNOLOGY SHOULD AUGMENT, ENHANCE THE WORK OF EDUCATOR, NOT REPLACE IT.
A SECOND PRINCIPLE IS LEARNING IS HE, THE FRAMEWORK ASKS US TO BE DISCIPLINED ABOUT WHETHER A TECHNOLOGY ACTUALLY ADVANCES AN INSTRUCTIONAL GOAL.
FAIR FOR ALL IS ALSO FUNDAMENTALLY INSTRUCTIONAL.
AS WE INTRODUCE NEW TECHNOLOGIES, WE HAVE TO CONSIDER WHETHER THEY WORK ACROSS LANGUAGES, ABILITIES, AND LEARNING NEEDS.
EQUITY IS NOT SIMPLY ABOUT PROVIDING ACCESS TO DEVICE OR APPLICATION.
IT IS ABOUT WHETHER EVERY STUDENT CAN MEANINGFULLY BENEFIT FROM THE LEARNING EXPERIENCE.
THE AI POSITION PAPER THEN TAKES THESE BROADER PRINCIPLES AND ASKS WHAT DO THEY MEAN SPECIFICALLY IN AN AI ENABLED EDUCATIONAL ENVIRONMENT? THE TASK FORCE RESULTED IN TWO FOUNDATIONAL DOCUMENTS.
THE ONES YOUR LEFT IS EMERGING TECHNOLOGIES FRAMEWORK, AND THE ONES YOU RIGHT IS THE AI FOR EDUCATION LAD'S PATH FORWARD.
THESE REPORTS ARE INTENDED TO SERVE AS A COMMON FOUNDATION FOR DISTRICT DECISION MAKING.
THE EMERGING TECHNOLOGIES FRAMEWORK ESTABLISHES PRINCIPLES SUCH AS PEOPLE FIRST.
LEARNING IS KEY, AND ALSO MAKING SURE THAT TECHNOLOGY SHOULD HAVE A CLEAR RELATIONSHIP TO LEARNING AND ACADEMIC SUCCESS.
AI FOR EDUCATION LAD'S PATH FORWARD TAKES THOSE BROADER PRINCIPLES AND APPLIES THEM SPECIFICALLY TO ARTIFICIAL INTELLIGENCE.
TOGETHER THESE DOCUMENTS HELP US MOVE FROM PRINCIPLES TO GUARDRAILS AND FROM GUARDRAILS TO IMPLEMENTATION.
WE ALSO WANT TO BE TRANSPARENT THAT THERE ARE SIGNIFICANT QUESTIONS STILL IN FRONT OF US.
AND HERE'S SOME QUESTIONS JUST FOR US TO PONDER UPON.
UH, WHAT DEVELOPMENTAL POINT SHOULD STUDENTS BEGIN INTERACTING DIRECTLY WITH GENERATIVE AI AND WHAT SHOULD THAT LOOK LIKE ACROSS ALL GRADE LEVELS? ANOTHER IS AI LITERACY.
WHAT SHOULD EVERY L-A-U-S-C GRADUATE UNDERSTAND AND BE ABLE TO DO? THERE ARE QUESTIONS ABOUT ACADEMIC INTEGRITY AS AI BECOMES EMBEDDED IN WRITING RESEARCH, PRODUCTIVITY, AND CREATIVE TOOLS.
THERE'S ALSO AN IMPORTANT EQUITY QUESTION.
WE DO NOT WANT AI TO CREATE ANOTHER OPPORTUNITY GAP WHERE SOME STUDENTS LEARN TO USE THESE TECHNOLOGIES WHILE OTHERS DO NOT.
FAMILIES NEED MEANINGFUL TRANSPARENCY ABOUT WHEN AND HOW AI IS BEING USED.
WE ALSO NEED ONGOING TOOL GOVERNANCE BECAUSE THE TECHNOLOGY AND VENDOR PRODUCTS THEMSELVES CONTINUE TO CHANGE.
AND ULTIMATELY WE NEED MEASUREMENT.
THE RELEVANT QUESTION CANNOT SIMPLY BE HOW MUCH AI IS BEING USED.
IT HAS, IT HAS TO BE, WHETHER IT IS IMPROVING TEACHING AND LEARNING.
I NOW OPEN IT UP FOR, UM, FOR ADDITIONAL QUESTIONS.
UM, BOARD MEMBER MELVOIN OR BOARD MEMBER FRANKLIN, BOARD MEMBER THESE, FRANKLIN ANY QUESTIONS OR COMMENTS FROM YOU TO KICK US OFF? OKAY, WE'LL COME BACK TO HER.
UM, I GUESS ONE QUE LIKE RIGHT NOW FOR TEACHERS, 'CAUSE ONE OF THE SLIDES MENTIONS, UM, PROFESSIONAL DEVELOPMENT OPPORTUNITIES, EXCUSE ME, FOR TEACHERS INCLUDE LESSON PLANNING.
LIKE WHAT ARE TEACHERS ALLOWED TO USE AI TO LESSON PLAN AND OR WHERE DOES THE GUIDANCE, IF I'M A TEACHER TRYING TO FIGURE OUT HOW
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I CAN USE AI, WHERE DO I GO? THANK YOU.SO AS DOUGLAS SHARED EARLIER, GEMINI AND COPILOT ARE THE APPROVED, UM, GENERATIVE AI TOOLS THAT ARE AVAILABLE FOR OUR TEACHERS.
AND WE'VE BEEN HOSTING VARIOUS PROFESSIONAL DEVELOPMENT SESSIONS THAT ARE AVAILABLE THROUGH OUR MY PLN PLATFORM THAT REALLY SHOWS HOW TO USE THOSE TOOLS WITH LESSON PLANNING, UM, DIFFERENT WAYS TO THINK THROUGH ACTIVITIES.
AND THAT IS AVAILABLE THROUGH OUR MY PLN TRAINING.
SO THERE'S NO, IT'S NOT THAT THERE ARE NO RESTRICTIONS, BUT THERE ARE AI TOOLS FOR EDUCATORS AND THERE'S PROFESSIONAL DEVELOPMENT AND THE POLICY SUCH AS IT IS RIGHT NOW ALLOWS THEM TO USE AI.
HOW GUARDRAILS AROUND STUDENT COMMENTS OR INTERACTING WITH PARENTS AROUND AI? LIKE, YES.
SO ONE THING THAT ALL EMPLOYEES ARE REQUIRED TO COMPLETE BY SEPTEMBER 30TH OF EACH YEAR IS A CYBERSECURITY TRAINING.
AND ONE OF THE KEY COMPONENTS OF THAT CYBERSECURITY TRAINING REALLY HIGHLIGHTS SAFEGUARDS THAT ARE IN PLACE FOR STUDENT DATA PERSONALIZED INFORMATION.
AND THAT INFORMATION IS ALSO SHARED WITH, UM, GUIDELINES THAT ARE SHARED IN OUR SCREEN TIME WEBSITE THAT REALLY OUTLINES THE PROTECTIVE AND SAFETY MEASURES.
UM, OKAY, I THINK THAT I'LL TURN IT OVER TO MS. EZ AND THEN MIGHT HAVE A FEW MORE QUESTIONS.
THANK YOU FOR WALKING US THROUGH THIS AND UM, AND I THINK I KNOW THAT THE POLICY BULLETIN HAS BEEN POSTED.
WE'LL ALSO MAKE SURE THAT THOSE OTHER DOCUMENTS ARE POSTED PUBLICLY SO THAT FOLKS CAN, UM, PERUSE AGAIN, WHAT IS THE EXISTING POLICY FRAMEWORK.
I DON'T THINK IT'S LISTED EXPLICITLY HERE, BUT ISN'T IT TRUE THAT OUR CURRENT POLICY IS THAT AI ACCESS IS BANNED FOR STUDENTS UNDER AGE 13.
SO CURRENTLY, IF THEY ARE UNDER 13, THEY DO NOT HAVE ACCESS TO AI, GENERATIVE AI.
WE DO HIGHLIGHT THE IMPORTANCE OF COMPLETING THE DIGITAL CITIZENSHIP, AND CURRENTLY GENERATIVE AI IS NOT ALLOWED FOR ALL OF OUR STUDENTS.
SO CURRENTLY THERE IS NO ACCESS TO GENERATIVE AI FOR ANY STUDENT? THAT'S CORRECT.
I THINK THAT'S, UM, LIKE, MAYBE THAT'S PROBABLY THE HEADLINE.
SO I JUST IN TERMS OF UNDERSTANDING, AGAIN, WHAT IS THE CURRENT POLICY FRAMEWORK THAT WE HAVE, UM, SO FOR THE STUDENTS WHO ARE AGE 13 AND OLDER WHO HAVE COMPLETED THE, UM, THE AI LITERACY COURSE, LIKE THAT DOESN'T NECESSARILY MEAN THAT THEY GET ACCESS TO AI OF ANY KIND.
IS THAT TRUE? UM, YOU KNOW WHAT, I'M GONNA ASK ACTUALLY, DOMINIC, TO JUST CLARIFY THAT PIECE.
SO THE DIGITAL CITIZENSHIP COURSE, AS YOU KNOW, IS REQUIRED AND WE HAVE THAT INPUT IN OUR MISIS PLATFORM, AND THAT'S THE WAY THAT WE'RE TRACKING THAT INFORMATION.
BUT DOMINIC CAN GO AHEAD AND RESPOND TO THAT QUESTION.
BOARD MEMBER EZ AND BOARD MEMBER MELVOIN, UH, THAT WOULD BE, UH, CORRECT.
UH, WHILE THE RESPON, UH, DIGITAL CITIZENSHIP IS MANDATORY, UH, AS FOUNDATIONAL UNDERSTANDING AROUND THE ROLES AND RESPONSIBILITIES OF STUDENTS ALSO TO UNDERSTAND AI, IT DOES NOT MEAN THAT THEY HAVE AUTOMATIC ACCESS, BUT THAT'S SOMETHING THAT IS NEW THIS YEAR.
PRIOR TO THIS YEAR, UH, THE GUIDELINES HAS ALWAYS BEEN STUDENTS WILL NEED TO COMPLETE THE DIGITAL CITIZENSHIP, UH, MANDATORY LESSON.
UH, STUDENTS 13 AND OLDER AND THE RESPONSIBLE USE POLICY AND PREVIOUS SCHOOL YEARS, THEY WERE ALLOWED TO ACCESS THOSE GENERATIVE AI.
NOW, WITH THE APPROVAL OF THE SCREEN TIME POLICY, UH, IN JUNE, AND SOME PROVISIONS AROUND STRICT WEB FILTERING TO REALLY FOCUS ON EDUCATION ONLY, UH, TOOLS AND PLATFORMS, AND ALSO THAT TEACHER LED INSTRUCTION, MANY OF THESE HAVE CHANGED AS OF THIS SCHOOL YEAR.
AND PART OF THAT, TO DOUG'S POINT EARLIER, IS WE'RE NOW MORE RESTRICTIVE WITH, UH, CONTENT AND PLATFORM AND GENERATIVE AI OR ANYTHING THAT HAS AI IN GENERAL, ARE NOW RESTRICTED TO ALL STUDENTS EARLY ED THROUGH 12TH GRADE.
DOMINIC, CAN I, CAN I HAVE YOU STATE YOUR NAME AND ROLE FOR THE RECORD? I KNOW WHO YOU ARE, BUT THERE'S A LOT OF FOLKS WHO PROBABLY DON'T AND YOU'RE SPITTING REAL KNOWLEDGE RIGHT NOW, SO THANK YOU.
MY NAME'S DOMINIQUE KAWA, DIRECTOR OF EDUCATIONAL TECHNOLOGY AND INNOVATION.
CAN I JUST ASK A QUICK FOLLOW-UP? THANK YOU.
SO TO UNDERSTAND, AND THIS IS A QUESTION I HAD, 'CAUSE SLIDE 21 TALKS ABOUT PREVIOUSLY STUDENTS 13 AND OLDER WERE PROVIDED ACCESS TO GEN AI TOOLS UPON COMPLETION.
SO AS OF THIS SCHOOL YEAR, THAT'S NO LONGER THE CASE.
AND WHEN DO THEY DO, WHEN DO STUDENTS, AT WHAT POINT OF THE SCHOOL YEAR DO THEY DO THE DIGITAL CITIZENSHIP IN THE AGE OF AI COURSE? IT IS, UH, IN THE FALL SEMESTER, WE, UH, UH, THIS AS ONE OF THE BEGINNING OF YEAR, UH, REQUIREMENTS FOR SCHOOLS TO SATISFY.
UH, BUT ALSO THE DEADLINE IS AT THE END OF THE FALL SEMESTER TO COMPLETE THAT.
SO THEY HAVE THE WHOLE FALL SEMESTER.
AND THEN EVEN FOR STUDENTS 13 AND OLDER, WHEN THEY COMPLETE IT, THEY STILL DON'T HAVE ACCESS TO GENERATIVE
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AI.I GUESS TO MY KIND OF FRAMING QUESTION, OR ONE OF THEM FOR THIS COMMITTEE, IS THE POLICY SUCH THAT THEY'RE NOT ALLOWED TO USE IT LIKE ON THEIR OWN DEVICE FOR THEIR WORK? 'CAUSE THIS, 'CAUSE THIS IS ONE WHERE, SO IF THEY'RE ON A DISTRICT DEVICE OR D DISTRICT INTERNET, THEY CAN'T USE GENERAT, THEY JUST DON'T HAVE ACCESS UNLESS THEY'RE FINDING A WAY TO HACK THROUGH IT.
BUT WHAT IS THE POLICY IF THEN THEY GO HOME AND THEY'RE ON A PERSONAL DEVICE AND THEY'RE WRITING AN ESSAY, LIKE, DOES THAT LIVE ANYWHERE YET? I MEAN, I KNOW THAT'S ONE OF THE REASONS THIS COMMITTEE EXISTS, BUT LIKE AROUND, CAN THEY USE CHAT GBT OR CAN THEY NOT LIKE UTILIZATION OF AI TOOLS THAT ARE NOT ON DISTRICT DEVICES? DISTRICT DEVICES? SO CURRENTLY THE TRACKING THAT WE HAVE IN THE WEB FILTERING EXISTS IN STUDENT DISTRICT ISSUED DEVICES.
SO THE PERSONAL DEVICES, UM, WE DO NOT HAVE THAT ACCESS TO BE ABLE TO RESTRICT THAT, BUT IT'S NOT ABOUT THE ACCESS TO RESTRICT, IT'S JUST THE POLICY.
LIKE SO SCREEN TIME POLICY? CORRECT.
SO THE POLICY RIGHT NOW AND IT'S IS DO, WHAT IS THE POLICY AROUND STUDENT UTILIZATION ON PERSONAL DEVICE OF GENERATED AI FOR SCHOOLWORK? YOU KNOW WHAT, I DON'T THINK, AND AGAIN, I'M, THIS IS NOT A GOTCHA, LIKE THAT'S WHY WE'RE HERE.
LIKE WE'RE GONNA COME UP WITH AND TRUE.
I DON'T THINK WE HAVE A SPECIFIC POLICY THAT THAT MIGHT BE ANOTHER RECOMMENDATION THAT WE CAN CONSIDER AS A COMMITTEE BECAUSE IT DOES NOT EXPLICITLY CALL OUT THAT PIECE.
YEAH, I THINK, UH, I WASN'T SURE IF MAYBE IT LIVED IN THE RESPONSIBLE USE POLICY OR SOMETHING LIKE THAT.
AND I'LL HAVE DOUGLAS GO AND I'D JUST LIKE TO ADD A COMMENT.
UM, IT IS, UH, RESTRICTED ON OUR DEVICE.
HOWEVER, IF THEY USE A PERSONAL DEVICE AT HOME, BUT STILL USING THEIR DISTRICT SINGLE SIGN ON, WE CAN ALSO TRACK THAT AS WELL AND WE'LL BLOCK THAT.
SO FOR THEM TO COMPLETELY USE LIKE A CHAT GBT, THEY WOULD HAVE TO USE A PERSONAL DEVICE AND A DIFFERENT ACCOUNT OR, YOU KNOW, NOT LOG IN WITH THEIR, YOU KNOW, UH, DISTRICT.
IT IT GOES TO THE, AS DISCUSSED IN THE POLICY, LIKE AROUND TRANSPARENCY AND, AND STUDENTS UNDERSTANDING, YOU KNOW, ACADEMIC INTEGRITY AND THE NEED FOR ATTRIBUTION, ET CETERA.
UM, I GUESS I WILL JUST SAY THAT I, I THINK WE SHOULD MAKE IT REALLY CLEAR WHAT THE CURRENT POLICY IS.
I EVEN AS A BOARD MEMBER, I WAS, I WAS UNDER THE EXPECTATION THAT WE WERE STILL OPERATING UNDER LAST YEAR'S POLICY.
SO THE FACT THAT IT'S DIFFERENT, UH, TODAY, THIS SCHOOL YEAR, UM, IS IMPORTANT FOR EVERYONE TO KNOW, UH, BOARD MEMBERS, EDUCATORS, UH, PARENTS, STUDENTS, ET CETERA.
JUST THAT I KNOW THAT THERE WERE CALLS FOR A, A MORATORIUM ON AI AND IT SOUNDS LIKE THAT IS ACTUALLY WHAT IS CURRENTLY IN PLACE.
YOU KNOW, WITH THE PASSAGE OF THE SCREEN TIME POLICY AND THE RESOLUTION, THE TEAM AROUND HERE HAVE BEEN REALLY ACTIVELY LOOKING AT DIFFERENT WAYS TO IMPLEMENT THOSE PIECES.
AND AS WE LOOKED AT THE WEB FILTERING, THAT ACTUALLY BECAME ONE OF THE KEY DECISION POINTS THAT WE HAD WHEN WE LOOKED AT GENERATIVE AI.
UM, WE CONTINUE TO, YOU KNOW, AS PART OF THIS LEARNING PROCESS WITH THIS IMPLEMENTATION IS LEARNING, ADJUSTING, LEARNING AND ADJUSTING.
AND THESE ARE ONE OF THE WAYS IN WHICH WE ARE LEARNING AND CONTINUING TO ADJUST.
WELL, AND I, I APPRECIATE THE TEAM'S WORK AND BEING THOUGHTFUL ABOUT IT, AND I CERTAINLY, MY FEELING WAS LIKE, IF WE'RE LIMITING JUST ACCESS TO TECHNOLOGY IN GENERAL WITH AI BEING ONE OF THE MOST CONCERNING AND IMPACTFUL UTILIZATIONS OF TECHNOLOGY, IT'S WITHIN THE SPIRIT OF THE RESOLUTION, I THINK, TO, TO, TO TAKE A PAUSE AND TAKE A STEP BACK.
AND THAT IS THE REASON THAT THIS COMMITTEE EXISTS.
UM, BUT YES, WE JUST, AND IN TERMS OF LIKE SCHOOLS KNOWING THAT THAT'S THE POLICY, HAS THAT BEEN COMMUNICATED TO, TO SCHOOLS? SO WE HAVE A FEW DIFFERENT WAYS IN WHICH, BECAUSE DIFFERENT CHANGES OCCUR RAPIDLY, WE CURRENTLY HAVE DIFFERENT WAYS IN WHICH WE COMMUNICATE WITH PRINCIPALS ON A WEEKLY BASIS.
WE ALSO HAVE SCHOOLOGY GROUPS, WE ALSO MEET REGULARLY WITH PRINCIPALS.
SO THOSE ARE THE DIFFERENT AVENUES AS WE START LOOKING AT THE IMPLEMENTATION OF THE SCREEN TIME POLICY AND THE AVENUES IN WHICH WE COMMUNICATE ANY CHANGES.
YEAH, JUST, JUST BASED ON THE FACIAL EXPRESSIONS OF FOLKS IN THIS ROOM, MANY PARENTS, SOME OF WHOM WORK AT THE DISTRICT, SOME OF WHOM DON'T.
I, I DON'T THINK IT'S WELL PUBLICIZED AND I WOULD ENCOURAGE US TO DO MORE.
I ALSO THINK, YOU KNOW, DESPITE MAYBE WHERE TWO BOARD MEMBERS HERE AGREE ON WHAT WE SHOULD BE, IT IS ALSO THERE IS A GOVERNANCE ISSUE WHEN IT COMES TO LIKE THAT, THAT WAS NOT EXPLICITLY IN THE POLICY.
AND SO WE ALSO WANNA MAKE SURE THAT DECISIONS ARE BEING MADE AT THE APPROPRIATE LEVEL SO THERE'S CONSISTENCY.
IT ALSO, TO MY POINT EARLIER, DOES OPEN UP THIS EQUITY ISSUE BECAUSE IF WE HAVE A, IF IT'S NOT EXPLICIT, UM, I'M SURE, I MEAN, I'M SURE THERE ARE KIDS WHO ARE GOING HOME AND ON THEIR OWN DEVICES, UM, AND, YOU KNOW, DEVICES THAT MIGHT HAVE BEEN RECENTLY PROCURED EVEN OVER THE SUMMER, AS WE ARE TAKING BACK DISTRICT DEVICES, THERE ARE A LOT OF FOLKS WHO SAID, WELL, I STILL WANNA HAVE ACCESS TO THAT.
I UNDERSTAND THE SCREEN TIME POLICIES, SO WE'RE GONNA GO OUT AND BUY OUR OWN, EXCUSE ME, WHO ARE THEN, YOU KNOW, USING AI.
UM, AND I THINK WHEN IT COMES TO, LIKE, SO, SO THEN IF THEY'RE TURNING IN WORK, AND I KNOW THIS IS SOMETHING TEACHERS ARE HAVING TO NEGOTIATE RIGHT NOW WHEN IT COMES TO MORE IN-CLASS ESSAYS, BUT I, I THINK WE NEED TO TAKE
[01:10:01]
A LOOK AT THOSE KIDS WHO ARE USING GENERATIVE AI ON THEIR ESSAYS, PRINTING THEM OUT AT HOME, TURNING THEM IN, AND THEN THE KIDS WHO HAVE THE DISTRICT DEVICES AND THEY'RE NOT ABLE TO DO THAT IS A, IS A KIND OF MAJOR FLAG FOR ME.SO THE, THE WAY, AND, AND AGAIN, I DON'T WANT TO BE CONTRADICTORY 'CAUSE I'M NOT SAYING DECIDE ONE WAY OR THE OTHER, PUBLISH IT AND THEN TELL THE BOARD AFTER.
I THINK IT IS SOMETHING THIS COMMITTEE, THIS COMMITTEE SHOULD RECOMMEND.
BUT I JUST WANT TO NOTE THAT IT SEEMS LIKE ONE FOLKS AREN'T AWARE OF THE POLICY WITH REGARDS TO RESTRICTIONS.
AND TWO, IF THE POLICY IS WE'RE NOT GONNA ALLOW STUDENTS TO USE GENERATED AI FOR THE MEANTIME, THEN WE SHOULD PUBLICIZE THAT.
BUT ALSO THAT DIDN'T REALLY COME FROM THE BOARD.
SO I'M, I'M OF TWO MINDS ON THAT RIGHT NOW.
SO JUST EXPRESSING SOME DISCOMFORT.
UM, WAS CURIOUS IF YOU ALL COULD SHARE A LITTLE BIT MORE ABOUT WHAT THE DIGITAL CITIZENSHIP, UH, AI COURSE ENTAILS THAT STUDENTS TAKE.
SO, UH, BACK IN 2023 WHEN WE FIRST LAUNCHED THE AI TASK FORCE, THAT WAS ONE OF THE FIRST, UH, WORK THAT CAME OUT OF THE, UH, THE TASK FORCE, WHICH IS TO PUT TOGETHER A SET OF LESSONS THAT ARE GOING TO BE PROVIDED TO OUR T UH, STUDENTS, OR, UH, FROM TK KINDER ALL THE WAY TO 12TH GRADE.
THE DIFFERENCES FOR, UH, ELEMENTARY SCHOOL STUDENTS.
UH, THE LESSONS WERE REALLY ABOUT DIGITAL BALANCE, UH, PRIVACY AND SAFETY ONLINE AND RELATIONSHIP BUILDING AND ALL OF THAT.
BUT FOR OUR STUDENTS IN SECONDARY GRADES, UH, SPECIFICALLY STUDENTS 13 AND OLDER, THE CONTENT WAS REALLY ABOUT, UH, ETHICS AND BASIC CONCEPTS OF WHAT AI IS LIKE WHAT, UH, DOUG, UH, MENTIONED EARLIER AROUND WHAT IS GENERATIVE AI, WHAT DOES IT MEAN, UH, IN GENERAL, BUT ALSO LOOKING AT SOME OF THE, UH, DATA PRIVACY AND SECURITY AROUND WHAT STUDENTS CAN AND CANNOT DO WHEN INTERACTING WITH AI CONTENT.
UH, THERE'S ALSO SOME, UM, CONTENT THAT WE'VE, UH, ADDED AROUND, UH, RELATIONSHIPS WITH, UH, CHAT BOTS AND HOW TO MAKE SURE THESE ARE NOT HUMANS.
THESE THEY MAKE MISTAKES WHEN YOU ASK THEM A QUESTION.
AND SO NOT TO TAKE, UH, THEIR RESPONSES, UH, FACE VALUE AND BEING ABLE TO LOOK AT THESE TOOLS AND PLATFORMS WITH CRITICAL LITERACY AND THE DIGITAL CITIZENSHIP COMPONENT.
AND THAT'S WHY WHILE WE DO HAVE THE DIGITAL CITIZENSHIP, UH, INITIATIVE SINCE 2013 WHEN WE FIRST ROLLED OUT ONE-TO-ONE DEVICES, THAT IS WHERE THE AI LITERACY KIND OF LIVED.
WE DON'T QUITE HAVE YET A FULL, UH, AI LITERACY, UH, CURRICULUM, BUT IT IS RIGHT NOW CURRENTLY WITHIN THE DIGITAL CITIZENSHIP LESSONS.
'CAUSE THAT'S WHERE STUDENTS ARE ASKED TO NOT ONLY CONSUME CONTENT, BUT ALSO TO PARTICIPATE RESPONSIBLY AND EFFECTIVELY, AND IN THIS CASE, ETHICALLY WITH AI TOOLS.
UM, AND I, I WAS GOING TO ASK ABOUT THE, THE CHATBOTS AND LIKE MENTAL HEALTH CONCERNS FOR, FOR STUDENTS AND THEIR INTERACTIONS WITH CHATBOTS.
SO IT'S GREAT TO KNOW THAT THAT'S ALREADY PART OF WHAT WE OFFER.
AND, UM, IN TERMS OF A FULL AI LITERACY CURRICULUM, BECAUSE I COULD SEE, YOU KNOW, IF YOU'RE A, A STUDENT WHO'S FOCUSED ON TECHNOLOGY OR ON STEM IN PARTICULAR, THAT, THAT YOU MAY HAVE AN INTEREST IN IN LEARNING MORE AND, UM, BEING ABLE TO INTERACT WITH, WITH THIS TECHNOLOGY IN A DEEPER WAY.
IS THAT SOMETHING WE'VE CONTEMPLATED DEVELOPING A A MORE, A MORE IN DEPTH, LIKE EVEN SCOPE AND SEQUENCE AROUND AI LITERACY? YES, AND THAT WAS, UH, ONE OF THE ACTION STEPS FROM THE INNOVATIVE STRATEGIES TASK FORCE AS OUTLINED IN THAT BOARD.
INFORMATIVE IS AN AI LITERACY, UH, FOR THE DISTRICT.
UH, NOT ONLY PROFESSIONAL LEARNING, BUT ALSO CURRICULUM ACROSS GRADE LEVELS THAT DOES NOT NECESSARILY REQUIRE STUDENTS TO USE AN AI PLATFORM, BUT STILL UNDERSTAND WITHOUT USING THE TECHNOLOGY, WHAT AI IS AND WHAT IT IS NOT.
AND, UH, CURRENT LAST YEAR WHEN WE DID LAUNCH THIS WORK, UH, WE STARTED WORKING WITH A CONSORTIUM CALLED TEACH AI THAT PUT TOGETHER AN AI LITERACY, UH, FRAMEWORK, UH, IN CONJUNCTION WITH OTHER UNIVERSITIES AND OTHER ORGANIZATIONS.
UH, THAT WAS THROUGH OUR WORK WITH, UH, THROUGH THE COMPUTER SCIENCE PORTFOLIO WITH CODE.ORG.
UH, THAT CAME OUT THROUGH THE R OF AI INTRODUCTION OF WHAT AI IS REALLY DEMYSTIFYING, UH, SOME OF THE CONTENT AND CONTEXT AROUND AI.
UH, BUT OUTSIDE OF THAT INITIAL INTRODUCTION OF THE AI LITERACY TEACH AI FRAMEWORK, THERE'S ALSO SOME WORK WITHIN THE DIVISION OF INSTRUCTION AROUND, UH, JUST HAVING COURSES, PARTICULARLY FOR SECONDARY SCHOOLS TO REALLY, UH, THOSE APPROVED COURSES APPROVED BY THE STATE AND ALSO A 3G COURSES.
UH, THERE'S INTRO TO AI, UH, THOSE ARE SOME WORK THAT WE ARE, UH, REVIEWING AND CALIBRATING WITH THE DIVISION OF INSTRUCTION.
UH, IF, IF THERE'S MORE DETAILS THAT CAN BE SHARED ON KIND OF LIKE WHAT THE INTENDED OUTCOMES THAT YOU WOULD WANT STUDENTS TO ACHIEVE AT THE END OF THOSE COURSES, WHAT, WHAT TOPICS THEY COVER, UM, THAT, THAT WOULD BE HELPFUL TO KNOW JUST AS WE THINK
[01:15:01]
ABOUT HOW THAT INTERACTS WITH THIS, WITH THIS COMMITTEE.AND THEN ON THE TEACHER PROFESSIONAL DEVELOPMENT SIDE, I KNOW MR. MELVIN KIND OF ASKED ABOUT LIKE SOLELY TEACHER TOOLS AROUND, YOU KNOW, LESSON PLANNING, ET CETERA, AROUND AI.
UM, PI WONDER IF YOU COULD SHARE OR MISS AL, SORRY.
UM, JUST THESE ARE KIND OF OPT IN TRAININGS THAT TEACHERS COULD TAKE.
IS THERE ANYTHING THAT'S REQUIRED FOR TEACHERS IN TERMS OF BASELINE UNDERSTANDING OF AI? AT THIS TIME, THERE'S NO REQUIREMENT.
HOWEVER, WE ARE CONVENING, WE'RE WORKING WITH OUR LABOR PARTNERS.
WE HAVE CONVENED PER THEIR ARTICLE THREE 13, I'M SORRY, IT DOES ASK FOR AN AI TASK FORCE COMPRISED OF FOUR MEMBERS FROM UTLA AND FOUR MEMBERS FROM THE DISTRICT.
AND WE'RE WORKING WITH OUR LABOR PARTNERS TO ESTABLISH THAT, TO REALLY HELP GUIDE POLICIES AND REQUIREMENTS, ESPECIALLY AROUND AI.
AND YOU KNOW, A THINK FOR CONTEXT IS PROBABLY WORTH NOTING THAT OUR RECENTLY APPROVED LABOR AGREEMENTS, YOU KNOW, PROHIBIT THE USE OF AI AS A, AS SOMETHING THAT WOULD REPLACE, UM, HUMAN EMPLOYEES OF THE DISTRICT, LIKE TEACHERS OR AIDES.
UM, BUT GOOD TO KNOW ABOUT THAT TASK FORCE.
AND, UM, AND CERTAINLY AS WE HEAR FROM STAKEHOLDERS HEARING FROM OUR LABOR PARTNERS, UTLA INCLUDED WILL BE PART OF THE THE COMMITTEE, UM, BECAUSE I KNOW TEACHERS HAVE DIFFERENT, DIFFERENT VIEWS AT DIFFERENT LEVELS OF INTEREST IN AI.
UM, AND WE WANNA KNOW HOW WE CAN HELP SUPPORT THEM IN THIS WORK.
UM, MR. MELVIN, ANYTHING ELSE FOR YOU IN TERMS OF QUESTIONS RIGHT NOW? I THINK WE'RE GOOD.
BOARD MEMBER ART FRANKLIN? NO.
WELL, WITH THAT, WE THANK YOU, UM, BREAKING NEWS HERE IN THE COMMITTEE,
UM, BUT WE APPRECIATE, UH, ALL OF YOU FOR YOUR PRESENTATION AND SHARING, UM, THAT INFORMATION WITH US.
AND NOW I'LL TURN IT OVER TO MR. MCLEAN WHO'S GOING TO LEAD US THROUGH THE PUBLIC COMMENT PROCESS.
I'M THE EXECUTIVE OFFICER OF THE BOARD.
JUST BEFORE WE BEGIN PUBLIC COMMENT, I'M HOLDING IN MY HANDS THE IAU REPORT, WHICH IS POSTED ON OUR WEBSITE AND ON THEIR WEBSITE.
I WANNA BRING YOUR ATTENTION TO PARAGRAPH FOUR OF, OF THE DOCUMENT, WHICH MAKES PRESCIENT MENTION OF WHAT THE DISTRICT IS WORKING ON IN TERMS OF BEING ABLE TO CONSOLIDATE OUR POLICIES.
IT'S A SYSTEM DEVELOPED BY THE CSBA, UM, AND ALL THE DOCUMENTS RELATIVE TO ANY PARTICULAR TOPIC ARE GONNA BE HOUSED THERE.
SO IN BROAD STROKES, THERE WILL BE A BOARD ADOPTED POLICY, AND THEN THERE WILL BE THE IMPLEMENTATION PROCEDURES, WHICH MAY BE UNDER A DIFFERENT DOCUMENT, BUT LINKED RIGHT THERE TO THE POLICY.
AND THEN HOW TO ACTUALLY EXECUTE THE POLICY IF THERE'S A DOCUMENT THAT, UH, TELLS FOLKS HOW TO EXECUTE.
SO THOSE THREE THINGS WOULD BE LINKED TO THIS DISTRICT AI POLICY.
SO YOU WOULD FIND YOU TYPE IN AI, THE SYSTEM HAS NO AI IN IT, WHICH YOU MAY OR MAY NOT LIKE.
UH, IT WILL BRING UP EVERYTHING RELATED TO AI AND IT'LL BRING UP EVERY POLICY RELATED TO IT AND IT CROSS REFERENCES THOSE POLICIES.
THERE'S A BIT OF A MAYBE ONE OR TWO YEAR TIMELINE ON GETTING THAT ALL PUSHED OUT TO THE PUBLIC.
SO I HOPE THAT IN THE FUTURE, UM, BOARD MEMBERS AND ESPECIALLY PARENTS WILL BE ABLE TO JUST DO A COUPLE CLICKS, A COUPLE KEYSTROKES, AND FIND, FIND WHAT THEY NEED.
THANK YOU FOR INDULGING ME BOARD MEMBER ON THAT.
UM, ALRIGHT, PUBLIC COMMENT, LET'S
[III. Public Comment]
GO.SO THE FIRST SPEAKER IS MS. BRIDY LEE.
UM, AFTER THAT IS LILA OCK, AND THEN ANYA MEEN, AND THEN SANDRA MARTINEZ ROW.
LET ME MAKE SURE YOUR MICROPHONE IS ON, PLEASE.
YOU LEFT TWO MINUTES TO SPEAK ONCE YOU BEGIN.
UM, THIS IS UNLIKE ANY, UH, PUBLIC COMMENT I'VE EVER MADE.
I AM NOT GOING TO READ MY CAREFULLY CRAFTED STATEMENT, I JUST WANNA MAKE SURE.
UM, I'M BRI LEE, UH, ONE OF THE LEADERS OF SCHOOLS BEYOND SCREENS LA AND I WOULD LIKE TO MAKE IT CRYSTAL CLEAR TO EVERYONE REPORTING ON THIS TODAY THAT L-A-U-S-D HAS MADE HISTORY, AGAIN,
UM, AND SO THANK YOU, UH, TO THE TEAM FOR LISTENING TO THE EVIDENCE, THE FACTS, UM, AND PERHAPS OUR WORK HERE IS DONE.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
HI, UH, YEAH, WHAT A WILD DAY.
I'M, UH, MODIFYING MY STATEMENT ON THE FLY.
BUT, UM, THANK YOU TO DISTRICT, UH, STAFF AND, AND, UH, TO THE BOARD.
UM, IT'S NO EXAGGERATION TO SAY THAT THE ROLE OF ARTIFICIAL INTELLIGENCE AND EDUCATION IS ONE OF THE DEFINING CULTURAL DEBATES OF OUR
[01:20:01]
TIME, OR THAT THIS COMMITTEE WILL BE INSTRUMENTAL IN DETERMINING THE OUTCOME OF THAT DEBATE, BUT NO PRESSURE.UM, OVER THE COURSE OF THIS YEAR, YOU'RE GONNA HEAR A LOT ABOUT THE IDEA THAT AI ISN'T GOING AWAY AND THAT WE NEED TO PREPARE OUR STUDENTS FOR THE FUTURE.
BUT I THINK WE NEED TO ASK OURSELVES WHOSE FUTURE ARE WE PREPARING THEM FOR? DO WE WANNA EMPOWER OUR KIDS TO SHAPE THEIR OWN DESTINIES OR WILL WE ALLOW THEIR CHOICES TO BE CIRCUMSCRIBED BY MACHINES AND THE BILLIONAIRES WHO BUILT THEM? WE WANT TO RAISE INNOVATORS AND DREAMERS, KIDS WHO THINK OUTSIDE THE BOX NOT FIT INSIDE ONE.
SO THE QUESTION AT STAKE FOR THIS COMMITTEE ISN'T WHETHER THERE ARE ANY POTENTIAL BENEFITS TO USING AI IN THE CLASSROOM.
I'M SURE YOU'RE GONNA FIND PLENTY OF INDUSTRY FUNDED EXPERTS READY TO SELL YOU ON THE THEORETICAL PROMISE OF THESE PRODUCTS.
THE QUESTION IS WHETHER THE STUDENTS OF THIS DISTRICT SHOULD BE CONSCRIPTED AS GUINEA PIGS FOR THE RICHEST COMPANIES IN HUMAN HISTORY.
AND WHETHER THIS KIND OF MASS CORPORATE EXPLOITATION SHOULD BE SUBSIDIZED BY CALIFORNIA TAXPAYERS.
BECAUSE AS WE DISCUSSED EARLIER, THESE COMPANIES ARE ALREADY BYPASSING CONSENT AND EVADING THE PROCUREMENT PROCESS TO FORCE THEIR PRODUCTS INTO SCHOOLS.
AND THEY'RE NOT DOING THAT OUT OF A SELFLESS IMPULSE TO IMPROVE HUMANITY OR ADDRESS SYSTEMIC INEQUALITIES.
AS THE NEW YORK TIMES RECENTLY CONFIRMED, THESE TECH BILLIONAIRES DON'T EVEN ALLOW THEIR OWN KIDS TO USE CHATBOTS.
UM, IT'S BECAUSE OUR STUDENTS HAVE SOMETHING THE COMPANIES VALUE SOMETHING THAT THEY CAN'T TURN A PROFIT WITHOUT, AND THAT'S DATA.
AND IF THEY HAVE TO STUNT THE MINDS OF A GENERATION TO GET WHAT THEY NEED, THAT'S JUST THE COST OF DOING BUSINESS.
SO THERE'S NO LONGER ANY SERIOUS SCIENTIFIC DEBATE ABOUT WHETHER GENERATIVE AI IS DANGEROUS TO KIDS.
WE ALL KNOW IT'S SO NO MORE HAND IN CONTROL OF OUR CLASSROOMS TO BIG TECH.
A BETTER FUTURE FOR OUR KIDS IS IN OUR HANDS.
ANYA, YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
AND THEN AFTER MS. MEEN, IT'S SANDRA MARTINEZ ROW AND THEN KATIE PACE.
I AM ALSO EXTREMELY, UM, SURPRISED AND EXCITED TO HEAR THE NEWS THAT WE ESSENTIALLY HAVE, UM, AN AI MORATORIUM, UH, GENERATIVE AI MORATORIUM.
UM, AND TODAY I WANNA TALK ABOUT, UM, THE CONCEPT OF COGNITIVE FORECLOSURE, UM, WHICH IS THE TERRIFYING TERM SCIENTISTS ARE NOW USING TO DESCRIBE WHAT HAPPENS TO CHILDREN OF ALL AGES WHEN THEY USE GENERATIVE AI.
SO COGNITIVE FORECLOSURE IS THE PERMANENT PREVENTION OF A MENTAL CAPACITY FROM FORMING.
AND IT OCCURS WHEN STUDENTS OUTSOURCE FOUNDATIONAL THINKING TASKS TO ARTIFICIAL INTELLIGENCE BEFORE DEVELOPING THE UNDERLYING MENTAL SKILLS TO DO THOSE TASKS THEMSELVES.
IN OTHER WORDS, WHEN CHILDREN SKIP CRUCIAL DEVELOPMENTAL WINDOWS BY LETTING AI DO THE THINKING FOR THEM, THE LOSS OF MENTAL CAPACITY IS IRREVERSIBLE BECAUSE THESE CHILDREN MISS THE OPPORTUNITY TO BUILD THE INTERNAL COGNITIVE CAPACITY TO FUNCTION INDEPENDENTLY WITHOUT AI.
WE NOW HAVE AN ARMY OF SCIENTISTS FROM AROUND THE WORLD WARNING US THAT AN ENTIRE GENERATION OF CHILDREN WILL BE PERMANENTLY IRREVOCABLY HARMED AND COGNITIVELY DISABLED IF WE ALLOW THEM ACCESS TO GENERATIVE AI BEFORE THEY HAVE DEVELOPED THE FOUNDATIONAL SKILLS THAT ARE TAUGHT IN A K THROUGH 12 EDUCATION.
SO WHY ARE WE NOT IMMEDIATELY BANNING THESE TOOLS FROM CLASSROOMS? AND PERHAPS WE ARE, THE ANSWER TO WHY THIS HAS EVEN BEEN A DEBATE IN THE FIRST PLACE IS PROFIT BECAUSE THE PROFIT HUNGRY AND DEEPLY UNSCRUPULOUS TECH COMPANIES THAT ARE PUSHING GENERATIVE AI INTO OUR CLASSROOMS WANT OUR CHILDREN TO BE DEPENDENT ON THEIR PRODUCTS FOR LIFE BECAUSE THEN THEY HAVE A CAPTIVE CUSTOMER BASE.
THE INCREDIBLE THING IS THAT YOU, THE BOARD MEMBERS AND EVERYONE IN THIS ROOM HAVE THE POWER TO STOP THIS FROM HAPPENING.
THE L-A-U-S-D SCREEN TIME POLICY HAS ALREADY CHANGED THE NATIONAL CONVERSATION ABOUT TECH USE IN SCHOOLS.
HUNDREDS OF DISTRICTS AROUND THE COUNTRY ARE NOW CONSIDERING IMPLEMENTING THE SAME REFORMS THAT YOU SPEARHEADED HERE.
YOU DID THAT AND YOU CAN DO THAT AGAIN BY BEING THE FIRST MAJOR MAJOR SCHOOL BOARD IN THE COUNTRY TO STAND UP TO THESE TECH COMPANIES AND SAY, NO, YOU WILL NOT FORECLOSE OUR CHILDREN'S FUTURE.
AND IT MIGHT BE THE CASE THAT THAT IS EXACTLY WHAT THIS DISTRICT IS ALREADY SAYING TO THE TECH COMPANIES.
SO THANK YOU VERY MUCH FOR HOLDING THESE MEETINGS AND FOR ALL THE PROGRESS THAT WE'RE MAKING IN THIS DISTRICT.
I'M REALLY PROUD, UM, OF THE DEMOCRATIC PROCESS AT WORK HERE.
UH, SANDRA MARTINEZ ROW AND THEN KATIE PACE AND THEN DEANNA ECHSTEIN.
[01:25:06]
YEAH, SAME, SAME, UH,IN A WORLD WHERE CONFIDENT IN OUR PUBLIC INSTITUTIONS ARE AT AN ALL TIME LOW, WE ARE ASKING OUR LOCAL INSTITUTION, NO, WE'RE THANKING OUR LOCAL INSTITUTION TO STEP UP MORE THAN EVER.
THANK YOU L LA L-A-U-S-D FOR SETTING AN EXAMPLE AND HA AND KNOWING THAT YOUR OBLIGATION IS TO DO SO.
NOW THAT ALL EYES ARE ON THE SECOND LARGEST SCHOOL DISTRICT IN THE COUNTRY, WE MUST KEEP UP MOMENTUM BY SHOWING THE COUNTRY THAT WE NOT ONLY CARE ABOUT OUR STUDENTS, EDUCATORS, AND SOCIETY AT LARGE, BUT WE ARE COMMITTED TO DOING WHAT IS RIGHT AND NOT WHAT IS DICTATED BY A FOR-PROFIT INDUSTRY.
INUNDATED WITH LAWSUITS AND MORTIFYING STORIES WHEN IT COMES TO CHILDREN AND ADULTS.
I FIND IT STRANGE THAT WE ARE EVEN, THAT WE EVEN DEBATED ON THE AI OR NO AI IN CLASSROOMS. WHILE THIS TECHNOLOGY CONTINUES TO RAISE THE RED FLAGS, THE DATA CENTERS ARE AN INCREASING CONCERN AND NO REASONABLE PERSON WANTS THEM IN THEIR NEIGHBORHOOD.
AS AN ENVIRONMENTAL ACTIVIST, THE ENVIRONMENTAL EFFECTS ARE ALARMING AS WELL.
GENERATIVE ION MODELS REQUIRE HUGE AMOUNTS OF ELECTRICITY, WATER, HARDWARE, INCREASING CARBON EMISSIONS AND GRID STRESS.
AND IF YOU'VE EVER DRIVEN AN ELECTRIC CAR ON A ROAD TRIP OR TAKEN THE METRO FROM THE EAST SIDE TO THE BEACH, YOU KNOW, OUR INFRASTRUCTURE IS NOT READY.
SO WHAT IS THE RUSH? WHY WOULD OUR SCHOOL SYSTEM, THE SAME SCHOOL SYSTEM THAT IS PLAGUED WITH, WITH PLAGUE PLAGUED, WITH QUESTIONABLE READING AND MATH AND MATH SCORES FROM TRANSPARENT INVESTMENTS IN OUR BUDGET TO IN REAL LIFE CUTS TO PROVEN PROGRAMS SUCH AS SPECIAL EDUCATION, LIBRARY ARTS, MUSIC, AND MORE? WHY WOULDN'T, WHY WOULD THE SCHOOL SYSTEM OBSESSED WITH UNPROVEN TECHNOLOGY THAT IS BEING SOLD AS THE ANSWER TO EVERYTHING WHEN MOST OTHER COUNTRIES ARE NOW SAYING, PUMP THE BREAKS? WE ARE SO GLAD THAT WE ARE BEING THE LEADERS.
WE'RE THE ONES THAT ARE GONNA DOUBLE DOWN OUR, ON OUR EDUCATORS AND OUR STUDENTS.
AND I PROMISE YOU, AI WILL BE THERE AND THE KIDS WILL LEARN IT WHEN THE TIME IS RIGHT AND HOPEFULLY WHEN IT'S A LITTLE MORE FLESHED OUT AND MORE REGULATED.
KATIE PACE THIS YEAR GILA ME LEE SEAN FROM THE STANFORD GRADUATE SCHOOL OF EDUCATION PRESENTED A PREPRINT AT THE STANFORD AI SUMMIT.
HIS PAPER IS ENTITLED, GEN AI CAN HARM LEARNING DESPITE GUARDRAILS EVIDENCE FROM MIDDLE SCHOOL CREATIVITY.
HIS STUDY USED CUSTOM AI GUARDRAILS DESIGNED TO PREVENT THE LANGUAGE MODEL FROM COMPLETELY DOING THE WORK FOR MIDDLE SCHOOL STUDENTS.
THE RESULTS OF HIS WORK REPLICATED PREVIOUS FINDINGS THAT KIDS DO BETTER ON CERTAIN TASKS WITH AI ASSISTANCE INITIALLY IN THE SHORT TERM THAN STUDENTS WHO DON'T DO IT, WHO DON'T USE IT.
HOWEVER, WHEN AI ASSISTANCE WAS REMOVED, THE AI ASSISTED STUDENTS PERFORMED WORSE ON THE SAME TASK.
AND WHEN GIVEN A NEW CROSS TASK, THE STUDENTS PERFORMED SUBSTANTIALLY WORSE, FOUR TIMES WORSE TO BE EXACT.
RESEARCHERS FOUND THIS WAS PRIMARILY DUE TO STUDENTS LOSING CONFIDENCE IN THEIR, IN THEIR OWN CAPABILITIES.
AFTER USING AI, THEY BELIEVED THE BOT WAS MORE CREATIVE THAN THEY WERE.
WE ALL KNOW ONE OF THE BIGGEST RISKS WITH TEENS AND AI IS CHEATING.
KIDS NO LONGER JUST LOOK OVER AT A PEER'S PAPER.
DURING CLASS, THEY HAVE A BOT FEED THEM INFORMATION, BUT WE ARE THE ONES CHEATING THEM OUT OF AN ACTUAL EXPERIENCED LEARNING WHEN WE HAND THEM A POLICY THAT ALLOWS STUDENTS OVER THE AGE OF 13 TO USE IT.
HARVARD GRAD SCHOOL OF EDUCATION SAYS 50% OF TEENS USE AI FOR BRAINSTORMING AND SUMMARIZING TEXT, THE KIND THAT IS ALLOWED AND MARKETED AS TOOLS BY THE TECH GIANTS.
WHILE ADOLESCENTS NOW HAVE INFINITE AMOUNTS OF INFORMATION, WE DON'T SEND THEM TO SCHOOL FOR INFORMATION INPUT.
WE SEND THEM TO LEARN HOW TO THINK AND BE CURIOUS.
AND EVEN MORE SO HOW TO USE WHAT THEY FEEL TO INTERPRET, UNDERSTAND, AND CREATE.
AI WILL BE ABLE TO ASSIST THEM WITH LANGUAGE CHOICES, EFFICIENCY AND IDEAS.
BUT IT CANNOT GIVE THEM THE FEELINGS THAT THE CRUCIBLE 1984 OR OF MICE AND MEN CAN GIVE TO THEM.
IT ROBS THEM OF BEING ABLE TO SIFT THROUGH THE JOY AND DISCOMFORT OF THESE TALES THROUGH THEIR OWN WRITING.
IT STEALS THEIR CONFIDENCE IN THEIR CREATIVITY AND IT CHEATS THEM OUT OF LEARNING TO PERSEVERE THROUGH A CHALLENGING TASK AS THIS COMMITTEE DEVELOPS AN OFFICIAL AI POLICY.
PLEASE REMEMBER, MIDDLE AND HIGH SCHOOLERS ARE STILL CHILDREN.
TEACHERS ARE NOT GUARDRAILS AND LEARNING IS STILL A SKILL.
L-A-U-S-D HAS THE ABILITY, THE PRIVILEGE, AND THE RESPONSIBILITY TO MAKE SURE THAT LA THAT STUDENTS KNOW HOW TO DO IT.
YOU HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
I'M A PEDIATRIC PSYCHOLOGIST AND MEMBER OF SCHOOLS BEYOND SCREENS, WHO ALSO JUST HAD TO REWRITE MY ENTIRE PUBLIC COMMENT, WHICH IS WONDERFUL.
UM, I DID WANNA TAKE UP THE ARGUMENT OF PREPARING KIDS FOR THE FUTURE, UM, OF AI, WHICH I FEEL DOESN'T EXACTLY
[01:30:01]
HOLD UP.SO THE POINT OF AI RIGHT NOW IS THAT IT DOES THE WORK FOR YOU.
WHAT IS A SKILL IS AI LITERACY.
AND I WOULD LOVE TO ENCOURAGE A MORE ROBUST AI LITERACY FOR BOTH STUDENTS AND TEACHERS, UM, THAT GO OVER ISSUES OF PRIVACY, CRITICAL THINKING, FACT CHECKING, HOW TO DO THAT.
UM, AND I KNOW L-A-U-S-D HAS BEEN IN TALKS WITH, UM, THE NONPROFIT DOPAMINE KIDS, WHICH HAS A REALLY GREAT AI LITERACY, UM, CURRICULUM FOR TEACHERS AND STUDENTS.
UM, I ALSO WORK WITH THEM, SO THAT IS A LITTLE PLUG, BUT IT'S A NONPROFIT, SO DON'T COME FOR ME.
UM, SO IT'S ALSO A VALID QUESTION ABOUT PERSONAL DEVICES AT HOME AND ACCESS TO AI.
BUT I WANNA BE CLEAR THAT WE'RE TALKING ABOUT EQUAL ACCESS TO BASICALLY CHEATING.
I WANNA CAUTION YOU TO NOT CONFUSE ACADEMIC INTEGRITY WITH EQUITY, THE EQUITY ISSUE IS NOW FLIPPED ON ITS HEAD.
SO STUDENTS WHO DON'T HAVE ACCESS TO GENERATIVE AI AT HOME ARE NOW BETTER OFF BECAUSE THEY WILL HAVE THE ABILITY TO THINK AND, AND WRITE.
UM, AND ALL OF THOSE SKILLS BE DEVELOPED AND PRESERVED.
TO ME, THAT ACTUALLY SOUNDS LIKE A GREAT PRIVILEGE.
ALL RIGHT, MR. DAVID TOSKI, I SEE YOU'RE READY TO COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN TODAY.
SEVEN TEACHERS TEXTED ME THIS MORNING AND THEY SAW AT THEIR SCHOOLS IN LA UNIFIED CLASSROOMS USING AI.
THERE'S NO ENFORCEMENT MECHANISM TO THE EXISTING POLICY OR FUTURE POLICY.
YOU NEED TO PUT IN SOME SORT OF ENFORCEMENT POLICY.
OKAY? THAT MEANS EITHER YOU USE AN OUTSIDE, UH, UH, TOOL OR YOU DEVELOP THE INSPECTOR GENERAL'S OFFICE OR SOMEBODY TO DO IT.
THE SPEAKERS TODAY GAVE YOU A SURVEY OF PROFESSIONAL INFORMATION.
YOU NEED TO, IN THE NEXT FIVE COMMITTEES, BRING IN REAL EXPERTS ON ALL THESE LEVELS SO YOU CAN DEVELOP IT FROM THE THE TOP DOWN.
I RECOMMEND READING THE NEW BOOK, NERD REICH.
THAT BOOK TELLS US THAT THIS IS AN ATTACK ON DEMOCRACY ITSELF, MANY BY SOUTH AFRICAN IMMIGRANTS WHO WERE SUPPORTIVE OF, OF APARTHEID AND WHOSE FAMILIES ARE LINKED TO NAZI GERMANY.
THIS IS A SERIOUS ISSUE YOU HAVE BEFORE YOU.
IT'S NOT SIMPLY READING POLICIES AND POSTING BULLETINS.
TO CONTINUE TO USE CODE.ORG AND TO TALK ABOUT TEACH AI MEANS THAT YOU HAVEN'T REALLY ABSORBED THE ISSUES.
YOU'RE GOING TO THE SAME VENDORS THAT THE PREVIOUS SUPERINTENDENT WAS USING AND SAT ON CODE.ORG.
YOU SENIOR STAFF HAVE BEEN GOING TO A SU RETREATS.
A SU RAN THE CONFERENCE IN WHICH THE CHATBOT OF FAME WAS INTRODUCED BY THE FORMER SUPERINTENDENT.
THERE CONTINUES TO BE PROBLEMS WITH THE VARIOUS CHATBOTS.
THE NEW ONE ALSO USES TOOLS FROM THE SAME VENDORS AND CONSULTANTS.
TO CONTINUE AND TALK ABOUT SCHOOLOGY IN PUBLIC IS TO NAME A CORPORATION YOUR INDEPENDENT STUDY PROGRAM, 6,000 KIDS WITH ABYSMALLY LOW TEST SCORES, SPEND ONE HOUR WITH A TEACHER DURING THE WEEK.
YOU CAN IMAGINE WHAT THEY'RE USING FOR THEIR INSTRUCTIONAL TOOLS.
ALL RIGHT, THE NEXT IN-PERSON SPEAKER IS CAROLINE MERG.
CAROLINE M ALL RIGHT, COME ON UP.
YOU'LL HAVE TWO MINUTES TO SPEAK WHEN SHE BEGIN.
I'M A FRENCH EXPAT MEDICAL ANTHROPOLOGIST AND A STRATEGIC CONSULTANT IN, UH, ADVANCED TECHNOLOGIES.
SO I'M HERE TODAY TO BRING AWARENESS AS A REPRESENTATIVE OF EXCHANGE MAKERS WHO WORKED IN THE FIELD OF AI, CYBERSECURITY, AND MENTAL HEALTH.
OUR 5 0 1 C3 NONPROFIT MACHINE INSTITUTE IS DEDICATED TO CHILDREN AND TEEN WELLBEING IN SCHOOLS, LIBRARIES, MUSEUM, AND HOSPITALS.
WE OFFER PROFESSIONAL DEVELOPMENT TO SAFEGUARD THE YOUNGER GENERATION THROUGH CRITICAL THINKING, CREATIVE ARTS, SOCIAL EMOTIONAL LEARNING AND RESILIENCE.
IF WE COMPARE GENE AI TO HUMAN DEVELOPMENT WITHOUT EMOTIONAL INTELLIGENCE, BECAUSE GENE AI IS JUST A COMPUTERIZED TOOL WITHOUT HER HEART, YOU KNOW, NO HEART, NO
[01:35:01]
EMOTIONS.SO THE TECHNOLOGY IS CURRENTLY AT THE TEENAGE STAGE.
IT MAKES DATA IN HARMFUL WAYS AND SPREAD MISINFORMATION LIKE A TEENAGER.
SO THEREFORE, WHEN WE USE GNAI PRODUCTS, WE MUST BE CRITICAL AND ETHICAL WITH THE OUTPUT.
PONDERING GENE I ANSWERS GIVE US THE OPPORTUNITY TO BE BETTER THINKERS AND MAKE SMARTER DECISIONS.
BUT WE MUST NOT FORGET TO ADD OUR OWN LAYER OF HUMAN CRITICAL THINKING.
AND THAT STARTS WITH THE WORLD'S WHAT IF AND WHAT IF WE LOOK TO EUROPEAN AI AND DATA PROTECTION POLICIES LIKE THE GDPR TO HELP PROTECT L-A-U-S-D FAMILIES.
THANK YOU CA THANK YOU FOR YOUR TIME.
THE NEXT SPEAKER IS MARIA DAISY ORTIZ.
PLEASE PRESS STAR SIX TO UNMUTE YOURSELF AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
UH, MS. ORTIZ IS GONNA SPEAK IN SPANISH, SO IF YOU'D LIKE TO HEAR WHAT SHE'S SAYING IN ENGLISH AS SHE'S SPEAKING IN SPANISH, PLEASE PUT YOUR HANDS UP AND WE'LL GET YOU THESE TRANSLATION HEADSETS.
MY NAME IS MARIA DEI ORTIZ AND I WAS HERE HEARING THE ENTIRE PRESENTATION AND I'M IN AGREEMENT WITH WHAT YOU SHARED ABOUT THE PRESENTATION FROM THE EXPERT BECAUSE ARTIFICIAL INTELLIGENCE IS HERE TO STAY AND IT'S PART OF TODAY AND HOW WE WORK TODAY IN THIS, IN THIS NATION AND IN THE FUTURE.
BUT I AM IN AGREEMENT THAT WE NEED TO REEDUCATE OURSELVES.
WHAT HAPPENS IS THAT THE LA UNIFIED FOR, THEY SEE THE PARENTS AS THIRD, UH, LEVEL CITIZENS BECAUSE THEY DON'T ENGAGE THEM AND THEY DON'T TRAIN THEM.
SO THAT REEDUCATION ABOUT ARTIFICIAL INTELLIGENCE SHOULD BE DONE IN ALL SECTORS FOR STUDENTS, TEACHERS, PERSONNEL, UH, EXPERTS, AND ALSO PARENTS SO THAT EVERYONE IN A WAY OR ANOTHER ARE ON THE SAME LEVEL OF KNOWLEDGE SO THAT WE ARE ABLE TO SUPPORT OUR STUDENTS.
BECAUSE ARTIFICIAL INTELLIGENCE, WE CANNOT LIVE WITH FEAR, BUT IT DOES REQUIRE A LOT OF RESPONSIBILITY BECAUSE EVERYTHING THAT WE UPLOAD INTO THE CLOUD OR TO SOCIAL MEDIA IS WITH OTHER PEOPLE THAT DO NOT HAVE GOOD INTENTIONS.
IN THE PAST, THE DISTRICT WAS HACKED AND THEY NEVER GAVE ANY INFORMATION ABOUT WHAT KIND OF FOLLOW UP WHAT WAS HACKED.
AND SO FOR US AS PARENTS, YOU, IT MAKES US MISS, UH, HAVE DISTRESS BECAUSE THE DISTRICT, SOMETIMES IT ONLY APPROVES PROGRAMS THAT THEY DO NOT EVEN MONITOR OR DO NOT EVEN KNOW HOW THEY WORK.
BUT IT IS IMPORTANT THAT OUR CHILDREN HAVE ACCESS TO THE FUTURE, WHICH MIGHT BE, UH, ARTIFICIAL INTELLIGENCE.
I'M IN AGREEMENTS, BUT WITH THE RESPONSIBILITY THAT FALLS UPON, WHAT ARE THE PARAMETERS.
AND FOR THAT YOU NEED TO ALSO EDUCATE PARENTS ON IT.
I'M IN AGREEMENT TO USE THE PROGRAM CANVA.
CANVA IS USED IN COLLEGES AND OF COURSE IT HAS A LOT OF THIS ADVANTAGES OF UPLOADING HOMEWORK, SENDING MESSAGES TO TUTORS AND ALL THAT.
I SAY THAT BECAUSE I AM STUDYING AND THAT IS THE PLATFORM THAT I USE WITH MY TEACHERS TO SEND TO MY, UH, ASSIGNMENTS.
AND SO THEREFORE WE CANNOT LEAVE WITH FEAR AND HOPING TO BLOCK OUR CHILDREN.
AND THE LAST SPEAKER IS CARINA LOPEZ.
UH, YOU'RE SIGNED UP TO SPEAK REMOTELY, BUT I DO NOT HAVE YOU SIGNED IN? ARE YOU IN THE ROOM, MS. LOPEZ? UH, NO.
THAT CONCLUDES PUBLIC COMMENT.
WELL, I WILL THANK ALL OF OUR PUBLIC COMMENT SPEAKERS AND OUR PRESENTERS FOR A SUCCESSFUL FIRST COMMITTEE MEETING.
WE WILL BE MEETING AGAIN SOON AND, UM, WE WILL BE HEARING FROM EXPERTS AT OUR FUTURE MEETINGS ABOUT THE CURRENT STATE OF THE RESEARCH.
SO LOOK FORWARD TO SEEING YOU ALL THEN.