Superintendents told the Legislative Education Study committee that artificial intelligence is already changing how students learn and how districts operate, and they want state guidance and training to realize benefits while managing risks.

“It's here. We're late, and it's going to have an impact,” one superintendent told the committee, urging districts to monitor and use AI rather than ban it. District examples included an AI attendance bot that messages parents and increases responses, and an adaptive math product that gives step‑by‑step scaffolding for students who answer incorrectly.

Why this matters: AI tools can accelerate individualized instruction, automate outreach and identify early warning signs of family or student needs, but superintendents said schools must preserve human judgment and teach students critical thinking about algorithmic outputs.

Superintendents reported positive pilot experiences: an attendance‑and‑parent‑engagement bot that increased parental replies and surfaced high‑risk disclosures to administrators, and an adaptive math tutoring system that guides students through formulas and incremental practice. At the same time, witnesses warned of the risks of over‑reliance, potential cheating, and algorithmic opacity. “We have to continue emphasizing critical‑thinking skills… ask them to present the material,” one superintendent told the panel.

The committee was told the Public Education Department and some districts are convening working groups to study AI risks, opportunities and policy. Officials noted an interim working group is collecting best practices and will report recommendations.

Ending: Superintendents urged the Legislature to support pilot programs, teacher training and statewide guidance so districts can use AI safely to support learning and family engagement.