My teenage son is using AI to do his math homework. I’m now helping his school write its first AI policy.

• My teenage son is using AI to help him do his math homework and I didn’t know what to do.

• When her school asked parents to join the AI ​​working group, I jumped at the opportunity.

• We have developed a system that allows teachers to decide how much AI can be used in each assignment.

Last fall my children’s school district was in a northern suburb SanFranciscoA call to parents has been made in a community linked to leading technology companies such as OpenAI, Anthropic and Google.

The district asked us to participate Artificial intelligence (AI) task force. The goal was to draft an AI vision statement and develop a framework for AI in the classroom. I signed up without hesitation.

From where? Because my child was coming home and taking photos. math homeworkby feeding them into an AI engine and typing a single prompt: To solve.

He’s known for using shortcuts, but this worried me. As a rule-abiding person, I thought he might get in trouble for using AI in his assignments.

And then a bigger question gave me pause. Do I even want him to use AI in this way?

I’ve noticed that many parents also struggle with AI

Mine parenting generation had to navigate the rules around screen time, cell phones, and social media without a clear road map.

It was daunting to tackle a new technology that felt even more powerful. I started to worry about what AI could do to a developing mind.

When I talked to other parents about my concerns, I discovered I was not alone. Many people have seen AI literacy They viewed it as an important skill, but were also concerned about its effects on creativity, engagement, critical thinking, and children’s ability to problem-solve on their own.

I joined my son’s AI task force

When I joined the Reed Union School District (RSD) Artificial Intelligence task force with a group of teachers, administrators, and parent volunteers in November of last year, I was immediately struck by the district’s stance.

This wasn’t a debate about whether AI should be used in the classroom. It was a conversation about how to do it thoughtfully. The general attitude was that this new technology, when used responsibly, could improve learning outcomes and prepare students for a future where technology skills are increasingly valued.

We helped create a vision statement over three meetings. AI integrationa security and ethics review and a policy on AI literacy and student use.

The more I listened, the more my thoughts changed. AI showed promise, and there were real risks to consider. Both things are true.

I came to the AI ​​task force with a protective parental instinct, but realized that finding middle ground with this technology was the job I signed up to do.

We have implemented a new and useful system

Many students have no idea what the rules are for using AI in schoolwork, and it’s a lot more complicated than you might think.

I heard this firsthand from my own kid: Use AI, maybe get an A, or use AI and risk being judged by peers or punished by teachers. Some children are risk takers by trying these tools. Others will not touch them at all. As a parent watching from both sides, I could see that neither response was serving them.

RUSD is directing students, teachers, and parents to move out of this gray zone. The district is implementing a traffic light model that dictates when and how to allow AI for academic tasks.

for primary education K-5 studentsa red light means the AI ​​is not being used, a yellow light allows the AI ​​to be used as a trainer or support, and a green light means the AI ​​is being used as a partner.

For middle school students, the model becomes a scale from 0 to 4 with colored bands. Here, 0 indicates no AI intervention, while 4 indicates a task where the AI ​​produces the work and the student must critique it and check it for accuracy.

The traffic light system and digital frame will be placed in assignment titles, classroom posters, and communications with families. This creates clear signals that help students understand the rules and the reasons behind them.

This will also help me know what to strengthen at home.

I’m still figuring it out as I go

What I want for my son is nothing AI ban. I want him to use it as a learning partner; to be curious, to be creative, to ask questions, to read carefully, and to reject answers if they don’t sound right.

I don’t want him to sit down, copy paste and walk away. This is the difference between a student who uses thinking by outsourcing it to AI and a student who learns to develop his own thinking.

RUSD is trying to build the latter. So am I.

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