(a) For purposes of this section, the following definitions apply: (1) âArtificial intelligenceâ means an engineered or machine-based system that varies in its level of autonomy and that can, for explicit or implicit objectives, infer, from the input it receives, how to generate outputs that can influence physical or virtual environments. (2) âEducatorâ means a certificated or classified employee of a local educational agency or charter school. (3) âLocal educational agencyâ means a school district or county office of education. (b) The Superintendent shall convene a working group for all of the following purposes: (1) Developing guidance on the safe and effective use of artificial intelligence in ways that benefit, and do not harm, pupils and educators. (2) Developing a model policy, reflecting available research, for local educational agencies and charter schools regarding the safe and effective use of artificial intelligence in ways that benefit, and do not negatively impact, educational quality, pupil critical thinking and writing skills, creativity, and the essential work of educators. (3) Identifying other ways in which the state can support educators in developing and sharing effective practices involving artificial intelligence that minimize risk and maximize benefits to pupils and educators. (c) (1) The working group shall include all of the following: (A) Current, credentialed public school teachers serving in elementary and secondary teaching positions. (B) Classified public school staff. (C) Schoolsite administrators. (D) School district or county office of education administrators. (E) University and community college faculty, including academics with expertise in artificial intelligence and its uses in education. (F) Representatives of private sector business or industry, with expertise in artificial intelligence and its uses in education. (G) Pupils enrolled in public school. (2) At least one-half of the working group shall be composed of current, credentialed public school teachers serving in elementary and secondary teaching positions with knowledge of the use of artificial intelligence in education. (d) The working group shall do all of the following: (1) (A) Assess the current and future state of artificial intelligence use in education, including both of the following: (i) The current state of artificial intelligence used by local educational agencies and charter schools, including all of the following: (I) Technologies most commonly in use. (II) The typical cost of those technologies. (III) The ownership structure of those technologies. (IV) The ownership structure of pupil- and employee-created materials. (V) The licensing agreements for those technologies. (VI) The ability to access source code for those technologies. (VII) The degree to which educators were involved in the decision to use artificial intelligence. (VIII) Artificial intelligence as a topic of instruction in developing class content. (ii) Anticipated and potential developments in artificial intelligence technology in education. (B) (i) Conduct at least three public meetings to incorporate feedback from pupils, families, and relevant stakeholders into the assessment required by subparagraph (A). (ii) Public meetings held pursuant to clause (i) may be held by teleconference, pursuant to the procedures required by Section 11123 of the Government Code, for the benefit of the public and the working group. (2) (A) Detail current uses of artificial intelligence in education settings including through the identification of all of the following: (i) Examples of human-centered artificial intelligence that aid, further, and improve teaching and learning, including in ways that do not exacerbate existing inequities, and the work of educators. (ii) Examples of human replacement artificial intelligence that could negatively impact pupil development, jeopardize pupil data security, or risk the jobs of educators. (iii) Examples of strategies t
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