AI Initiatives

Teachers determine when AI supports the purpose of an assignment. Students learn to follow those expectations and be transparent about their use of AI. 

The school provides students with access to Microsoft 365 Copilot and Flint K12. Currently, the use of AI tools such as ChatGPT, Google Translate, and Grammarly is not permitted without the explicit consent of the teacher and proper acknowledgment of its use. 

Yes. Students have school-provided access to two AI platforms: Microsoft 365 Copilot and Flint K12. Both offer secure access to leading AI models, and Flint allows teachers to build custom activities tied to specific learning goals. Access to other AI tools on our network is not available.

At Loomis, we believe that the value of writing — and its myriad associated skills and mindsets — only increases as generative AI becomes more advanced and entrenched. Writing demands precisely the form of thinking — deliberate, analytical, expository, experiential — that unexamined use of AI threatens to diminish. Accordingly, we are committed to keeping writing central to our academic program to ensure our students develop and retain these skills. 

That is why Loomis’ AI Initiatives program works closely with the school’s longstanding writing program, as well as faculty across all disciplines, to establish a framework, approach, and shared sense of purpose for educating our students to retain essential human skills such as critical thinking, communication, problem-solving, craft, voice, and creativity. We do that while striving to understand AI and its impacts more fully, exploring ways it might support our learning and work, and preparing students to be deliberate, thoughtful, and intentional users of technology and leaders in whatever pursuits they imagine. 

Loomis offers several courses that invite students to examine AI — how it works, what it costs, and what it means to be human alongside it. Many faculty also incorporate AI tools in their courses.

Students who would like to work with AI on projects of personal interest or independent study are encouraged to explore those opportunities with the director of educational and administrative AI Initiatives. 

Loomis teachers are encouraged to engage with AI in ways that best serve students and the purpose of the work. As educators and administrators working in education, we need to understand how these tools work. Teachers, especially, need to know what students are doing with these technologies and how to guide meaningful learning in a world with abundant AI. All faculty go about their work with AI in mind, whether that means integrating it, purposefully steering clear of it, or something in between.

Faculty are not permitted to use AI systems to evaluate or provide a grade on a student’s assessment. AI-assisted feedback may be appropriate for practice assignments, drafts, or formative work where timely response and multiple feedback cycles support learning (e.g., a Flint activity or tutor or other AI-enabled apps that have been approved by the IT Department). When AI tools are used to generate or refine feedback, faculty should be transparent with students. Faculty remain fully responsible for all feedback provided to students.