{"resourceId":"oregon-ode-genai-k12-guidance-v3-202606","versions":[{"version":"external-c66c97250de9b52cf451128562cec3b4f7e0408ec4524c1e95077bb2b8a30db8","resource":{"id":"oregon-ode-genai-k12-guidance-v3-202606","title":"Oregon ODE GenAI Guidance v3: human-centered use, productive struggle, and risks of AI relationships","organization":"Oregon Department of Education","sector":"State education agency guidance","geography":"United States — Oregon (transferable advisory principles)","publishedAt":"June 2026 (Version 3)","publicationDate":"2026-06-01","eventDate":null,"sourceName":"Oregon Department of Education","sourceLabel":"ODE Generative AI in K-12 Classrooms Guidance (v3)","sourceUrl":"https://www.oregon.gov/ode/educator-resources/teachingcontent/Documents/ODE%20Generative%20Artificial%20Intelligence%20%28AI%29%20in%20K-12%20Classrooms%20Guidance%20%28v3%20%28Published%29.pdf","evidenceClass":"standards-guidance","outcomeClass":"cautionary","topics":["governance-procurement","knowledge-work","accessibility-workforce"],"finding":"Oregon ODE’s June 2026 Generative AI in K-12 Classrooms Guidance (v3) centers human relationships and educator agency: GenAI should strengthen, not replace, authentic classroom relationships; humans stay in the driver’s seat; and leaders should create policy guardrails before GenAI enters classrooms. Dedicated sections address students depending too much on GenAI (cognitive offloading; protecting productive struggle; AI-resistant/AI-integrated assessment redesign) and concerns about forming human-like relationships with AI, citing continuum research from helpful use to emotional attachment reinforced by warmth/validation features, with younger users potentially more vulnerable. Privacy guidance stresses never entering PII into genAI systems and FERPA/COPPA competence.","sledRelevance":"Directly operationalizes the K12 stream’s developmental-risk and assisted-vs-retained-learning brief with SEA language usable beyond Oregon.","evidence":"Official 42-page SEA guidance PDF inspected in full; synthesizes external research (Brookings, UTS, RCTs) rather than running a new Oregon trial.","architectureImplications":"Disable companion/anthropomorphic modes for students; preserve AI-off struggle paths; enforce PII-free prompting and vetted closed systems.","governanceImplications":"Policy-before-tools sequencing; ongoing literacy and ethics PD; local adaptation within human-centered principles.","securityPrivacyImplications":"No PII in open genAI; vetted compliant tools only; staff competence on FERPA/COPPA and AUPs.","caveats":"June dated—older than last run but not previously archived; advisory not statutory; cited attachment/offloading studies vary in strength; why-now is alignment with same-day state-mandate operationalization and recent mastery themes.","streamIds":["k12"],"roles":{"sales":"Sales framing: Oregon ODE’s June 2026 GenAI Guidance v3 is a human-centered SEA playbook that explicitly warns about cognitive offloading, productive-struggle loss, and students forming human-like emotional attachments to AI. It tells leaders to keep humans in the driver’s seat, build educator AI competencies, set policy guardrails before classroom entry, and never let AI replace authentic educator–student relationships. Use it to challenge companion-style product pitches and to justify unaided-learning safeguards. Interpretation of advisory guidance, not binding rules.","engineering":"Engineering framing: Design against dependency continua: helpful use → unnecessary reliance → emotional attachment reinforced by warmth/validation features. Prefer tools that protect productive struggle, avoid anthropomorphic companion patterns for minors, and keep PII out of open genAI prompts. Pair any student AI with AI-literacy instruction on bias, disinformation, and integrity. Interpretation of ODE guidance themes; local policy still required before deployment.","delivery":"Delivery framing: Sequence policy guardrails and staff competencies before student-facing genAI; teach durable skills alongside tool use; monitor for offloading and companion-seeking behaviors. Oregon frames guidance as flexible and equity-focused rather than a single pathway—adapt to local context while preserving human relationships. Interpretation for SLED change management; confirm local board adoption separately from this advisory document."},"roleDetails":{"sales":{"customerProblem":"Leaders need SEA-backed language to limit cognitive offloading and companion-AI attachment risks while still building AI literacy.","stakeholders":["superintendents","curriculum","counselors","IT/privacy","teachers","families"],"discoveryQuestions":["Where does your policy draw the line on companion/anthropomorphic student AI?","How do teachers protect productive struggle when AI can finish the task?","What signs of emotional attachment to AI trigger counselor/teacher intervention?","Is PII banned from open genAI prompts in staff AUP?"],"valueHypothesis":"If districts adopt Oregon-style human-centered guardrails before tool entry, they can pursue AI literacy without normalizing cognitive offloading or machine companionship.","potentialEngagement":"Guidance crosswalk workshop producing local policy language on productive struggle, companion AI limits, and staff PII rules.","unsupportedClaims":["That Oregon guidance is binding law outside Oregon","Guaranteed prevention of AI emotional attachment via policy alone","That all student AI use causes cognitive atrophy"]},"engineering":{"fit":"Advisory fit for U.S. districts writing human-centered GenAI policies; especially relevant where companion AI and screen/developmental debates are active.","architectureIntegration":"Disable companion/persona modes for minors; default to task-bounded tutors; block PII in prompts; provide AI-off paths for struggle tasks.","prerequisites":["Local AI policy before classroom genAI","Educator AI competency PD","Privacy vetting of tools","Family communication resources"],"constraints":["Guidance is non-prescriptive on a single pathway","Evidence on long-term attachment/offloading still emerging","Local capacity varies"],"security":"Never enter PII into genAI systems; FERPA/COPPA awareness; vetted tools only for student use.","proofOfValue":["Field observations show AI-off productive-struggle tasks retained","Companion features disabled on student tenants","Staff prompt audits find no PII leakage"]},"delivery":{"work":"Adopt human-centered principles, ban or tightly review companion AI, train staff on offloading risks, and revise assessments for AI-resistant/AI-integrated designs.","dependencies":["board/policy cycle","counseling protocols","vendor feature flags","PD time"],"ownership":"Curriculum/leadership own pedagogy guardrails; IT owns technical disables; student services own attachment-risk response.","skillsAdoption":"Build educator AI competencies covering pedagogy, assessment redesign, and privacy habits before student scale.","governanceCheckpoints":["Pre-deployment policy gate","Mid-year offloading/companion review","Equity impact check on access and use"],"acceptanceCriteria":["Written companion-AI limits","PII-in-prompt prohibition in AUP","Assessment redesign samples for core courses"],"risks":["Students use consumer companion apps off-network","Teachers equate AI fluency with mastery","Over-restriction without literacy instruction"]}},"retrievedAt":"2026-09-28T22:06:30-05:00","enrichedAt":"2026-09-28T22:10:30-05:00","enrichmentBasis":"retrieved source","accessibilityWorkforceImplications":"Equity section warns AI may widen gaps without human-centered policies; durable skills framed as equity/civic necessities.","procurementImplications":"Prefer tools supporting human-in-the-loop control, struggle-preserving pedagogy, and strict privacy—not engagement-maximizing companion designs.","operatingModelImplications":"Capacity-building (educator competencies) and policy guardrails precede classroom genAI scale.","sourceVerification":{"openedUrl":"https://www.oregon.gov/ode/educator-resources/teachingcontent/Documents/ODE%20Generative%20Artificial%20Intelligence%20%28AI%29%20in%20K-12%20Classrooms%20Guidance%20%28v3%20%28Published%29.pdf","referenceExcerpt":"AI must never replace authentic relationships between educators, students, and peers.","promptVersion":"sled-research-v4.0","model":null,"basis":"agent-reported inspection"}}}]}