This framework ensures students develop the skills to use AI thoughtfully, responsibly, and effectively over time. Rather than introducing AI inconsistently, it provides a clear progression so students build understanding in age-appropriate ways. It prepares students to navigate a world where AI is increasingly present, equipping them with the judgment and skills needed for future success.

A progression means students build their use of AI over time, with each experience building on the last. Students begin with guided use in early grades, move toward more independent use to support or partner with their thinking, and eventually learn to use AI strategically and ethically. Because exposure to AI and appropriate use varies widely by student, teachers may scaffold down as needed to meet their students where they are and then strategically build on that existing use and exposure.

AI experience suggestions are already built into curriculum in several areas that you might not have connected it as AI use. For example, a character chat with Brisk is not just technology integration, but it is also strategic AI use. Similarly, students getting feedback on their writing with Class Companion is a best practice with immediate and personalized feedback, but it is also an AI tool/experience that is providing that support. 

To better clarify explicit AI instruction opportunities, an "AI" icon will be added next to AI instructional opportunities in NISD curriculum documents. To best support experiences outlined in the AI Student Framework, Curriculum and Instruction currently has, and continues to add, curricular experiences that capture related learning experiences for each grade band. 

AI is used as a tool to support learning, not replace student thinking or teacher instruction. It is not a substitute for cognition. Students are explicitly taught how to use AI in ways that strengthen their thinking, not offload it.

Through this framework, students learn to:

• Use AI to expand and refine their original ideas—not generate work for them

• Ask better questions and think more deeply about content

• Evaluate AI responses for accuracy, bias, and relevance

• Recognize when AI is helpful and when their own thinking is more appropriate

AI can act as a thought partner or tutor—helping students clarify ideas, fill in gaps, and extend their understanding. When used well, it allows students to go further in their learning while still engaging in meaningful, independent thinking.

Academic integrity expectations do not change with AI—only the tools do. If something would be considered cheating without AI, it is still considered cheating with AI. For example, asking someone else to write your essay is not acceptable, just as asking AI to generate work to submit as your own is not acceptable. However, using AI to revise, get feedback, or strengthen your own ideas is appropriate unless explicitly stated otherwise.

Students are expected to do their own thinking. When appropriate, they may use AI as a support, not a substitute, and should be able to explain how their work was developed. If questions arise, teachers may ask students to discuss their process, explain their ideas, or share evidence of how AI was used to support their learning. Expectations for AI use may vary by assignment, and teachers will provide guidance on appropriate use.