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BHUSD created an AI Task Force composed of students, teachers, administrators, parents and community members to design AI curriculum and support tools.
On October 1, 2026, the Beverly Hills Unified School District (BHUSD) announced the formation of a district‑wide Artificial Intelligence Task Force. The group includes middle and high school students, teachers, staff, administrators, parents, community representatives and two Board of Education members—Amanda Stern and Russell Stuart—who will serve as board liaisons. The task force’s charter is to guide the development and implementation of AI curriculum at the secondary level, covering AI literacy, ethical and responsible use, prompting techniques, evaluation of AI‑generated information, and applications for research, creativity, problem‑solving and learning.
The district has already begun professional‑development sessions for teachers, led in part by former BHUSD student Nick Melamed, a UC‑Berkeley‑trained computer scientist. These sessions aim to familiarize educators with emerging AI tools and classroom applications. BHUSD also piloted an AI‑supported math tutoring program at Beverly Vista Middle School and is exploring broader uses of AI for academic intervention, accessibility and specialized services.
Superintendent Alex Cherniss emphasized that AI is already part of students’ daily lives and that the district’s responsibility is to help them maximize its potential while maintaining “thoughtful .” The task force’s work will continue throughout the school year and builds on Board Policy 6163.47, adopted in July, which formalizes intentional technology use, digital learning and AI education in the district.
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The initiative marks one of the first district‑level bodies in California, signaling how K‑12 systems are beginning to institutionalize AI education, ethics and responsible use.
The creation of a formal body at the K‑12 level reflects a growing recognition that AI literacy is essential for future workforce readiness and civic participation. By involving students directly, BHUSD is modeling participatory policy development, which could influence other districts seeking community‑driven AI curricula.
The district’s pilot of AI‑supported math tutoring provides an early test case for personalized learning tools in public schools. Results from this pilot could inform broader adoption decisions, funding allocations, and vendor negotiations across the state.
Embedding AI ethics and responsible‑use training into teacher professional development addresses concerns about misinformation, bias and privacy that have been raised about AI tools in classrooms. This proactive stance may help mitigate future regulatory scrutiny and set a benchmark for best practices.
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Why can ethical evaluation not be reduced to one model score?
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Funding levels, rollout timeline for AI‑enabled tutoring, and how the task force’s recommendations influence state education policy.
Whether BHUSD secures additional funding—through local bonds, state grants or private partnerships—to expand AI tutoring and curriculum beyond the pilot phase.
The specific AI platforms and vendors the district selects for classroom use, and any contractual terms that could affect data privacy or equity.
How the task force’s recommendations align with or diverge from upcoming California state guidance on AI in education, potentially shaping statewide policy.
Student and parent feedback on the AI curriculum and tutoring pilots, which could influence the district’s willingness to scale the program.