The Sliding Scale Framework
Designing an Effective AI Policy for Grades 6–12. Learn how to match AI use to specific learning goals through a tiered, instructional approach.
Learning Outcomes
Explain the purpose of a tiered framework for student AI use.
Differentiate among Prohibited, Limited, and Permitted use levels.
Connect AI permission levels to specific instructional goals.
Draft a consistent 3-level framework for schoolwide communication.
“The question should not be, ‘Is AI allowed?’ The more useful question is, ‘How much AI use is appropriate for this specific learning goal?'”
The Power of Tiered Guidance
A sliding scale helps schools move from vague policy language to clear instructional expectations. It solves the “Wild West” problem of individual teacher definitions.
Instructional Alignment
Align AI use with the specific cognitive task and goal of the assignment.
Shared Language
Gives teachers, students, and families a common vocabulary for integrity.
A Simple 3-Level Framework
No AI Allowed
The goal is independent demonstration of knowledge. Any AI use is treated as academic misconduct.
Examples:
- • Timed in-class writing
- • Individual quizzes/tests
- • Personal reflections
Limited Use
AI supports specific parts of the task, but core thinking and production remain student-led. Disclosure required.
Examples:
- • Brainstorming topics
- • Grammar/revision support
- • Concept clarification
Open Use
Strategic AI use aligns with task goals. Students are responsible for accuracy, ethics, and transparency.
Examples:
- • Research synthesis
- • Coding/Debugging tasks
- • Design challenge planning
Match Level to Learning Goal
The point is not to label AI as good or bad, but to decide whether its use aligns with the purpose of the task.
Questions for Leaders:
- What skill is this assignment actually assessing?
- What work must be independent to preserve the goal?
- Can AI support access without doing the core intellectual work?
Making the Scale Visible
Assignment Labels
Add an AI-use tag to every rubric or assessment prompt.
Syllabus Sync
Integrate the 3-level language into course syllabi and rubrics.
Disclosure Prompts
Pair Level 2/3 tasks with a short explanation of tool use.
Framework Scenarios
Same Tool, Different Level
A student uses AI for science brainstorming (Level 2) and ELA paragraph generation (Level 1). One class assessments support the goal; the other replaces the required thinking.
The Unlabeled Assignment
A teacher says “use AI responsibly” without a label. Some students outline and revise; the teacher later accuses them of cheating. The lack of a clear tier created the conflict.
Department Rollout
A Social Studies department adopts the 3-level framework. Teachers still design own work, but every rubric has a clear AI Level, ensuring student clarity across rooms.
Level 2 with Disclosure
A teacher allows AI only for thesis refinement. Students submit a note describing their prompts and what they rejected, preserving both learning and accountability.
Draft Your 3-Level Framework
Draft a simple 3-level framework your school could use. Name each level, describe what kinds of AI use are allowed, and give one example of a task that fits each tier.
