Foundations (Policy, Data & Systems)

Board-adopted multi-year strategic vision for the K-12 technology ecosystem — names policy, practice, and student development (cognitive development, attention, ethical reasoning) as connected concerns, not separate initiatives. Distinct from 1.3 AI Policy (formal governance) and 1.4 AI Use Guidelines (operational); this is the binding multi-year strategic frame.

Structured, ongoing learning for trustees / governing board members and senior district leaders (superintendent, cabinet, principals) on the K-12 technology ecosystem — so governance and oversight rest on shared substantive understanding, not staff briefings at the moment of decision.

Board-adopted formal governance: scope, definitions, permissions and prohibitions, role differentiation, PII boundaries, vendor DPA requirement, attribution expectations, academic integrity definition, consequences and due process, safety protocols, review cadence, and authority for administrators to issue Guidelines (1.4).

Administratively-issued operational guidance translating Policy (1.3) into daily practice — role-specific use cases, grade-band differentiation, prompt examples, tool-by-tool notes, attribution templates, AI-transparent assignment design, suspected-misuse procedures, and family-facing materials.

After student data is collected — formal policies and operational practices for collection, storage, sharing, retention, and protection. Vendor DPA enforcement, central data inventory, staff annual training, breach response, FERPA/COPPA compliance baseline.

Before any EdTech tool is adopted — formal pre-adoption review for instructional value, privacy, security, accessibility, equity, and total cost. Applies to paid, free, and teacher-initiated tools. Annual shadow-IT sweep surfaces unauthorized tools already in use.

Stated district approach to online access and filtering — from maximum restriction to teaching student judgment. Articulates how filter decisions connect to instructional and developmental goals rather than defaulting to vendor settings, with override-request and review processes.

Annual audit of device access, connectivity, home-learning support, assistive technology, AI-tool access and use, digital-citizenship instruction, AI-literacy curriculum access, and academic integrity cases — disaggregated by subgroup, with identified gaps addressed in budget cycle.

Underlying technical operations every other checkpoint depends on — network, device lifecycle, help desk staffing, cybersecurity, IT personnel capacity. A light-touch TERI checkpoint that points to specialized frameworks (CETL, CISA, NIST CSF 2.0, MS-ISAC) for depth.

Governance over AI in administrative decisions — behavior monitoring (Gaggle, Bark, iboss, GoGuardian), early-warning attendance and dropout systems, hiring resume-screeners, scheduling AI, special-ed AI, discipline-disparity flagging. Distinct from classroom AI (1.3 / 1.4): the algorithms making decisions about students behind the scenes.