A Note from Chancellor Samuels
As the largest school system in the nation, NYCPS is committed to leading the charge on key education issues, and that includes the use of technology in our classrooms. After deep analysis and engagement, we are enacting an artificial intelligence (AI) and screen time policy for the 2026–27 school year focused on protecting our youngest learners while also preparing our older students for a world shaped by AI.
We are putting safety first and ensuring technology serves learning.
Ultimately, as Chancellor and as an NYCPS parent, I believe that schools must be places where students think, read, write, reason, solve problems, talk with one another, and work through difficulty. They should also be deeply human places, where relationships with teachers and peers are central to learning; we know that AI can never replicate the care, expertise, and commitment of our educators and staff.
That's why we're putting guardrails in place to protect the critical human connection, curiosity, and creativity that help children grow. That's also why we are making sure every high school student learns how to use AI responsibly and safely, so they can navigate a workplace that is increasingly AI-driven.
We are putting safety first and ensuring technology serves learning—not the other way around.
To our staff members and families, I thank you for your partnership as we implement these guardrails. Our students are counting on us, and together we will provide the safe, engaged educational experience they deserve.
For the 2026–27 School Year
New York City Public Schools (NYCPS) is taking a cautious, developmentally appropriate approach to student-facing generative artificial intelligence (AI) and routine individual screen use. Younger students will have stronger limits. High school students will have limited, guided opportunities to learn about and use generative AI for specific approved purposes. This approach also reflects feedback we have received from families, educators, students, and other stakeholders, including through our spring 2026 public engagement process.
What Families Need to Know
Artificial Intelligence (AI) and Generative AI
Artificial intelligence is a broad term for computer systems that perform tasks such as finding patterns, making predictions, or creating content.
Generative AI is a type of AI that creates new text, images, audio, or other content in response to a user's instructions. These systems can produce inaccurate or biased information and can make it easier for students to bypass thinking they need to do themselves.
The student-facing restrictions described on this page apply specifically to generative AI.
AI and Screen Time Policy Updates
For the 2026-27 school year, New York City Public Schools (NYCPS) is implementing a moratorium on student-facing generative artificial intelligence (AI) in grades 2K–8, with limited use in high schools, and screen time restrictions depending on grade. The updated policies are as follows:
About Exceptions
- Across all grades, this policy does not apply to assistive technology and associated screen time, provided through a student's Individualized Education Plan (IEP) or 504 Plan. Students with disabilities and English Language Learners (ELLs) will continue to have access to other necessary tools. ⤣
- Exceptions to screen time limits include assistive technologies, assessments (e.g. screeners and diagnostics), out-of-school learning (e.g. remote instruction days), and centrally approved instruction (e.g. e-books, robotics, coding, simulations). ⤣
Grades 2K–8: Student-Facing AI Moratorium
Software that uses student-facing generative AI is not permitted in grades 2K–8.
Use of this technology in younger grades can interfere with human interaction and hands-on learning that we know is developmentally appropriate for children.
Grades 9–12: Student-Facing AI Limited, Guided Use
AI Literacy
All high school students will be required to complete two 45-minute AI literacy modules which will include lessons on how AI works, data privacy and bias, and appropriate uses of AI in school. Additionally, students pursuing career-readiness pathways such as CTE and certification programs, or participating in approved pilots will engage in a more in-depth AI literacy course. Schools will notify families when students participate in these approved programs.
Career Readiness
NYCPS offers career-readiness pathways, such as Career and Technical Education (CTE), FutureReadyNYC, and other certification programs. This coursework, along with other career-connected learning, may require use of certain AI tools to ensure students gain the career-specific skills needed to compete in the workforce. Students will only be allowed to use these tools with teacher supervision and in the context of career readiness.
Limited AI Pilots
Five pilots have been centrally approved for grades 9–12 (Quill, Edia, Brisk Teaching, Playlab, and Intel AI-Ready Schools). Any high school may apply for any of the five pilots, and each application will be reviewed on a case-by-case basis. Regarding individual student exposure to AI, we will ensure that students are participating in only one pilot.
NYCPS is developing a limited evaluation plan for the pilots. Tool selection was based on criteria such as:
- Compliance approval with the NYCPS Enterprise Request Management Application (ERMA) data privacy and security review process.
- Tools that support high school students with writing or math where the student does their own thinking.
- Applications that teach teachers how to create and use their own student-facing AI tools based on the specific needs of their students.
- Tools that directly enable project-based learning experiences for high school students.
Most of these tools are used for brief periods 1–2 times per week. Teachers are not replaced by such tools, rather the tool allows the teacher to design rigorous differentiated grade-level instruction delivered to students with a range of unique learning needs.
It allows teachers leading small group instruction to focus on one group at a time while providing the other students working independently a means of receiving support on their work that a worksheet cannot provide—teacher-assigned instructional tasks that are short in duration and engage students in productive struggle, self-paced learning and application of skills, and repetition and practice with feedback.
Five Pilots
Examples of expected dosage:
| Tool | Dosage per week, per student |
|---|---|
| Quill | 15 minutes per week One 10–15 minutes activity, once per week |
| Edia | 20 minutes per week In-class practice only, never homework |
| Brisk Teaching | 20–40 minutes per week 10–15 minutes per period, 1–2 times per week |
| Playlab | 45 minutes per week with two assignments per term |
| Intel AI-Ready Schools | One period per week Across a semester, within the scheduled course |
NYCPS will share guidance with all families whose students are part of a classroom participating in a pilot.
More information will be shared as this work develops throughout the year.
Screen Time Restrictions Across Grade Bands
1:1 student use of screens (direct interaction with a computer or tablet) in class should be used sparingly, with direct teacher supervision and for a clear instructional purpose.
The guidance is meant to reduce routine individual device use that interferes with teacher and peer interaction, reading and writing, discussion, hands-on learning, collaboration, and sustained attention.
The screen time policy is as follows:
- Grades 2K–2: No 1:1 screen time
- Grades 3–5: Recommend no more than 30 minutes of daily 1:1 screen time
- Grades 6–8: Recommend no more than 45 minutes of daily 1:1 screen time
Teacher-led use of tools—such as computers, tablets, and interactive smart boards—is allowable for whole or small group instruction.
Accessibility Commitments
Every student has the right to a high-quality, inclusive learning experience in NYC Public Schools—including students with disabilities and multilingual/English language learners.
This policy limits unnecessary AI and screen use, not necessary use. Devices and tools required for a student to meaningfully access instruction, participate in the classroom, and communicate with peers and teachers remain available under the policy.
Students with disabilities and English Language Learners (ELLs) will continue to have access to these and other necessary tools.
For Individualized Education Program (IEP) and 504 mandated technologies, NYCPS is legally required to provide those technologies regardless of our AI or screen time policies. There are also other accessibility tools used with students with disabilities and multilingual learners that provide important support outside of mandates, such as technologies that support communication.
The need for assistive technology and associated screen time is determined by the IEP or 504 team based on individual student needs.
How AI and Screen Time Policy Applies to Other Programs
Afterschool, Community Schools, and Contracted Early Childhood Education Programs
Any instruction by community-based organizations (CBOs) during school hours and in NYCPS buildings or contracted settings must abide by NYCPS AI and screen time policies. In addition to NYCPS's AI and screen time policies, contracted early childhood programs must adhere to technology use guidelines in the Birth-to-Five policy handbook. For afterschool, NYCPS will provide policy aligned guidance to providers. While the programs run under the oversight of the Department of Youth and Community Development or are operated by CBOs, and not NYCPS, we are committed to ensuring that students' experience during the school day and through extended learning/after school is aligned with youth development principles and grounded in relationship and skill development.
How Teachers and School Staff Members May Use AI
Teachers and other school staff members may continue using AI for instructional planning and operational tasks, subject to existing requirements, including the NYCPS Enterprise Request Management Application (ERMA) data privacy and security approval process, and NYCPS procurement rules. Additionally, AI may not be used for grading, behavior monitoring, or for placement, promotion, graduation, and other decisions about students. All special education documents are developed by qualified professionals; counseling, crisis intervention, and therapeutic support are provided only by qualified staff members.
Teachers remain responsible for the quality, accuracy, and appropriateness of what they produce. AI may assist educators, but it does not replace professional judgment.
How Software is Evaluated Before Reaching Your Child's School
Before any tool can be used with your child, it must be reviewed and approved. We call that review ERMA—the Enterprise Request Management Application. It's how we check that tools keep your child's data safe and protected.
The review is also how we keep the promises New York State law makes to you. Under New York State Education Law 2-d and its regulations, every vendor we work with must sign an agreement about how it will handle student information and provide NYCPS an explanation of what data it collects and how it protects it and meet recognized security standards. ERMA is where we confirm all of that.
The ERMA process currently reviews tools for data privacy and security. NYCPS is committed to building expanded evaluation capacity, including areas not covered by ERMA such as algorithmic bias, equity impact, and instructional effectiveness.
Learn more about the ERMA review process
Teachers and staff members can confirm whether a tool has been approved by visiting the NYCPS Ed Tech Portal and logging in with their NYCPS credentials.
Families can also learn more about student privacy.
Our Commitments to You
These commitments define how NYCPS governs and uses AI in the service of students, families, and educators. We commit to:
Share Decision-Making
AI decisions are made through open evaluation and partnership. Families have a voice through Community Education Councils (CECs), Citywide Councils, the Panel for Educational Policy (PEP), and School Leadership Teams (SLTs).
NYCPS is forming the Technology in Schools Coalition to advise on the future of technology use in classrooms. Check back here for the launch of the coalition website and updates on progress during the school year.
Protect Student Data and Be Clear About AI
Student data belongs to students and families and is protected by law.
Empower Educators and Leaders
Educators are trusted professionals who receive the guidance and support needed to use technology responsibly, with professional judgment retained at all times.
Frequently Asked Questions (FAQs)
Who do I contact to know about AI tools or raise concerns for my child?
For AI tools being used in your child's school, contact your school principal. For concerns, you can contact your child's school, the School Leadership Team (SLT) or your Community Education Council (CEC).
How can I give feedback on policies and technology in schools?
While public feedback survey is now closed, you can share feedback directly to your school, participate in your school's PTA, attend your local Community Education Council events, or the Panel for Educational Policy.
The Technology in Schools Coalition, comprised of students, educators, parent leaders, elected officials, advocates, union partners, and experts in the field, will provide recommendations on the future of technology use in NYCPS classrooms and will deliver a report of policy recommendations in April 2027.
Additional Resources for Families
AI and Screen Time
- American Academy of Pediatrics, "Digital Ecosystems, Children, and Adolescents: Policy Statement"
- Brookings Institute, "A New Direction for Students in an AI World: Prosper, Prepare, Protect"
Digital Citizenship
- NYCPS Internet Acceptable Use and Safety Policy (IAUSP): Teaches students how to use technology responsibly and safely
- Social Media Guidelines for Students 12 and Younger
- Social Media Guidelines for Students 13 and Older
- Children's Internet Protection Act (CIPA): Requires schools to protect students from harmful online content
- Dignity for All Students Act (DASA, New York State): Protects students from harassment and discrimination
Student and Family Rights
- Know Your Rights: Student Privacy
- NYCPS Parents' Bill of Rights for Data Privacy and Security
- Respect for All citywide expectations
- Student Bill of Rights
- Protection of Pupil Rights Amendment (PPRA)
- Family Educational Rights and Privacy Act (FERPA)
- Individuals with Disabilities Education Act (IDEA)
Student Privacy
- Family Educational Rights and Privacy Act (FERPA): Gives families the right to access and protect their child's education records
- Children's Online Privacy Protection Rule (COPPA): Protects personal information collected from children under 13 online
- New York State Education Law Section 2-d: Protects student data and limits how it can be shared or used
- Chancellor's Regulation A-820: Data privacy and security
- NYCPS Internet Acceptable Use Policy (IAUSP): Sets rules for how technology is used in schools