At Viewpoint, we return often to our mission to create exceptional readiness for extraordinary futures. We envision a school where tradition connects us and innovation propels us, and a world where education changes lives.

Generative artificial intelligence is one of the clearest places where that vision meets reality. Our students still need the enduring skills we care about most—reading deeply, writing clearly, asking thoughtful questions, collaborating with others, and living with integrity—while growing up in a world where AI will shape almost every field they encounter. Our responsibility is not to choose between timeless human skills and new technologies, but to bring them together in ways that keep learning, ethics, and well-being at the center.

That is why Viewpoint’s approach is not simply about Artificial Intelligence (AI), but about Intentional Access (IA). We treat AI not as a fad, but as an essential and evolving literacy. Generative AI is an “arrival technology,” already embedded in search engines, productivity tools, creative apps, and the professional tools their future employers are building right now. We cannot decide whether it shows up in our children’s lives, but we can decide how they will meet it: with curiosity, caution, and a clear sense of their own values. The safest and most effective way for students to build healthy habits around AI is by learning to use it thoughtfully, under the guidance of excellent teachers, in a school community that puts human relationships first, protects student privacy, and keeps curiosity, ethics, and well-being at the center.

The Evolution of Viewpoint's AI Program

When ChatGPT launched in November 2022, it was clear almost immediately that something important had shifted. Within a month of its public release, we convened a faculty Professional Learning Community to explore generative AI and its implications for teaching and learning. That group has met every semester since, and it has shaped much of our work.

From the beginning, three questions guided us:

• How do we build teacher capacity around generative AI?
• How do we talk with students, in honest and age-appropriate ways, about AI?
• What does AI mean for the future of learning at Viewpoint?

By March 2023, working in partnership with faculty, we co-created Viewpoint’s first AI Philosophy and Policy for students. Two core ideas sit at the heart of that statement. First, we recognize the importance of teaching the responsible, legal, and ethical use of generative AI. Second, even as new tools emerge, students remain fully responsible for their schoolwork and must practice thinking for themselves rather than having a computer think for them.

The policy gives teachers authority to decide when and how AI may be used in their courses and requires that students disclose AI use, read AI output critically, and never share protected personal information with chatbots or other tools. Inappropriate use is handled first at the classroom level and then escalated as needed. From the start, our focus has been on learning, integrity, and safety—not punishment.

As the tools evolved, so did our work. The AI-focused learning community for faculty continued every semester. Teachers shared early experiments, wrestled with ethical questions together, and redesigned assignments to be “AI-aware.” In January 2024, we held a whole-school professional development day on AI literacy so that every employee—not just early adopters—could better understand both the promise and the pitfalls of emerging tools.

In August 2024, we introduced a revised student AI policy along with our AI “Traffic Light” framework for grades 6–12. You may have seen the posters on classroom walls: clear visual guides that distinguish between “red light” uses of AI (not allowed), “yellow light” uses (allowed for revision and tutoring, with disclosure), and “green light” uses (encouraged, with guidelines). Teachers added AI guidance to their syllabi, divisional trainings helped faculty translate the policy into subject-specific practice, and we launched an online space to support teachers in trying vetted tools and tasks.

We knew that AI was not only a student issue; it was also a faculty and staff issue. In October 2024, we published our Faculty and Staff Guidelines for Generative AI. These guidelines emphasize protecting student privacy, safeguarding confidential school information, and using AI in ways that enhance rather than replace human judgment. They clarify, for example, that while AI can help with brainstorming language, at least 80 percent of emails, comments, and letters should be authored by the teacher, in their own voice, reflecting their real understanding of the student. All grading must be done by a teacher, not by AI.

Throughout this journey, we have invited families into the conversation through parent education events, weekly AI literacy tips, and resources in our Parent Education Library. We know that healthy AI habits are learned not only at school but also at home, and we see parents and caregivers as essential partners.

Most recently, in 2025, we formed an AI Work Group of faculty and administrators to study how new tools like Gemini and NotebookLM, now available through our Google Workspace, might serve students. The group named both the opportunities and the risks of student access: the potential for personalized tutoring and more equitable support, alongside real concerns about overreliance, skill erosion, academic integrity, and privacy. We also listened closely to students themselves. Upper school students shared candid stories of how they and their peers are already using AI—sometimes in inspiring ways, sometimes in ways that undercut their learning. Their voices helped us see more clearly what our students need from us.

The Work Group’s recommendation reflects the balanced, Intentional Access (IA) approach that has guided us all along: student access to tools like Gemini and NotebookLM should be offered on a course-by-course, teacher-by-teacher basis, with explicit instruction, clearly defined use cases, and a sustained focus on making assignments and assessments “AI-aware.” In other words, intentional access—not all or nothing.

What's Happening Right Now Across Divisions

Because our students are at very different developmental stages, our AI approach looks different in each division.

In the Primary and Lower Schools (TK-5), students encounter AI mainly through literacy and exploration. In Technology and Makerspace classes, they learn age-appropriate explanations of what AI is and how it shows up in the world around them. The emphasis is on curiosity, early critical thinking, and digital safety—not on productivity or efficiency.

In the Middle School (Grades 6-8), we continue to build foundational habits. Students participate in advisory and assembly lessons about AI literacy, bias, and misinformation. Teachers introduce the AI Stoplight framework in their classes, helping students talk openly about when AI is helpful, when it is risky, and when it crosses the line into academic dishonesty. On a teacher-directed basis, some classes use MagicSchool’s monitored studybots and AI tutors to support reading, writing, or studying, always with clear guidelines and teacher supervision.

In the Upper School (Grades 9-12), students encounter AI in more advanced and subject-specific ways. Advisory programming continues to address AI literacy and digital well-being. In some courses, teachers introduce Gemini and NotebookLM as tools for studying and practice. For example, in some classes students may use NotebookLM to organize their notes and to generate practice questions based on class materials, all within a structured, teacher-guided environment. In an English course, students can choose to work with an AI “learning coach” that draws on teacher-created materials to offer interactive explanations and practice with skills like making claims, integrating quotations, and analyzing evidence. In both cases, participation is optional, and students who prefer more traditional methods receive the same core instruction and feedback.

Across all three divisions, the common thread is teacher-led innovation. We trust our educators to know their students, to design thoughtful experiences, and to adjust as we learn more. AI is never a replacement for the relationship between a student and a teacher; it is, at best, a tool that can amplify that relationship. That is the heart of Intentional Access at Viewpoint: thoughtful, developmentally appropriate use of AI, always anchored in human connection.

Where We're Going Next

We expect AI to continue to evolve quickly. Our commitment is to evolve thoughtfully with it.

In the years ahead, we will pioneer comprehensive AI literacy initiatives that do more than help students “keep up.” Our goal is that Viewpoint graduates don’t just adapt to artificial intelligence but are ready to lead in a future shaped by it—confidently questioning, thoughtfully shaping, and ethically engaging with these tools. That means giving students a developmentally sequenced understanding of how AI works, what its limits are, and how to use it responsibly across disciplines and real-world contexts.

We will continue supporting teachers as they conduct action research on specific AI tools, always asking not just, “Is this new?” but, “Does this actually help students think more deeply, create more thoughtfully, or practice more effectively?” AI will increasingly be woven into our signature experiences and real-world projects, where students can see how emerging technologies intersect with community needs, future careers, and interdisciplinary collaboration.

Most of all, we will stay anchored in the skills and dispositions that matter most, with or without AI: critical thinking, creativity, collaboration, communication, ethical reasoning, resilience, and a strong sense of self and purpose. We want our students to be able to partner with AI in ways that strengthen these capacities rather than weaken them—so that when they step into a rapidly changing world, they are not only ready for their futures, but prepared to shape those futures with integrity, imagination, and courage.

Our Commitment and Your Role

As AI continues to reshape the world our students are growing up in, our mission to create future-ready students remains the same. We will keep approaching AI with care, humility, and courage—protecting student privacy, centering well-being, and insisting that technology serve learning, not the other way around.

We also know we cannot do this alone. As a parent or caregiver, you play a crucial role in shaping how your child relates to AI. If you are wondering what to do next, here are a few places to start:

• Build your own AI literacy. Watch this Viewpoint School webinar on AI Literacy from or attend Viewpoint School’s next parent education event on Jan 29, or experiment with an AI tool for a low-stakes task.
   
• Read and engage with “Ask Me Anything…About AI.” Look for this recurring section in the Weekly Mailer, along with our self-paced online course and parent resources on AI.
   
• Talk with your child. Ask how they are using AI, what they find helpful or concerning, and what kind of learner—and person—they want to be as these tools evolve.

Together, we can help our students grow up not just using AI, but leading in a world shaped by it—grounded in strong character, confident in their abilities, and ready for the extraordinary futures ahead of them

From the moment I stepped onto Viewpoint’s campus, I could tell it was a special place. The energy, the people—students, faculty, coaches, families—immediately brought light into my world. I still remember the day I was paired with Travis Kikugawa, Director of College Bound Athletes, as the athletics liaison. We call each other Big T and Lil T. A duo that quickly became a cornerstone of my career. 

This year, I stepped into a new role as Academic Advisor for Athletic Recruiting, where I closely follow the academic progress of our athletes and coordinate support whenever it’s needed. Our program supporting student-athletes continues to grow stronger each year. Whether through monthly workshops or individual meetings, we are focused on expanding access and support around this process.

Working alongside Travis has taught me so much, from understanding the college recruiting landscape to exploring the deeper philosophy behind why we play sports. But more than any technical lesson, what stayed with me most was his approach to character and mindset. His philosophy on college athletics goes far beyond competition. Every day, he models the importance of resilience and mental strength when making the commitment to play at the next level.

Each winter, we host College Athletics Night, an event that brings together coaches, former athletes, and admission professionals to share their insight with the Viewpoint and the greater Los Angeles community. It is one of my favorite moments of the year. Our students get to hear directly from the experts. They learn how to set themselves apart in the recruiting process and hear from alumni who once sat in their seats, now thriving in college athletics thanks to the support and guidance they received at Viewpoint.

One principle we always emphasize is that you have to recruit the schools you want to recruit you. That philosophy has become the foundation of our program—a vision Travis and I share. We are working to grow the programs by increasing awareness among freshmen and sophomores, leading juniors and seniors through tasks that lead to opportunities for exposure, and fostering a community where upperclassmen can mentor younger students through their own experiences.

Our goal is simple: to build a program where every student-athlete feels seen, supported, and inspired to chase their goals—on and off the field.

On October 7, Viewpoint English and Personal Finance Teacher Jake Cousineau released his second book, “Face Your Financial Fears.” The new release speaks to readers who have already faced financial setbacks and provides clear, practical steps to get back on track.

“People assume everyone else has it figured out. Most don’t,” Cousineau said. “This book shows it’s not as scary as it seems and gives you steps to act.”

That uncertainty is something Cousineau once lived through himself, before turning his own financial struggles into a foundation for teaching others.

“I grew up really poor and knew nothing about money,” Cousineau said. “By the time I finished college, I had borrowed $30,000 and maxed out credit cards. I finally decided to start reading everything I could, and that’s when I realized finance wasn’t as complicated as I thought.”

One of the turning points came when he discovered “I Will Teach You To Be Rich” by Ramit Sethi, a book that made personal finance feel approachable rather than intimidating. With that foundation, Cousineau began to build his own knowledge, eventually reaching a place where he felt confident enough to share what he had learned with others.

“I’ve been teaching personal finance since 2018,” Cousineau said. “When I got to Viewpoint, it started as just one trimester. Now I teach nearly every eighth grader, and we’re adding an Upper School class for juniors and seniors. I think it’s only going to keep growing.”

His teaching experience also sparked his first book. What began as a short guide for graduating seniors in 2021 grew into a full manuscript, resulting in “How to Adult,” which has since been adopted by schools and colleges across the country. The book is now taught in places such as NYU, Rutgers, UCLA, and Santa Monica College, as well as in districts that have ordered thousands of copies for use in their classrooms.

At Viewpoint, every senior receives their own copy of “How to Adult” as part of the school’s commitment to teaching real-world financial skills.

Now, with “Face Your Financial Fears,” Cousineau hopes to reach readers who feel stuck or ashamed of past mistakes and show them a path forward. The book builds on the foundations of “How to Adult” but dives deeper into the myths, fears, and psychology that keep people from addressing money problems.

“As an example, in just 20 minutes you can go from thinking you’ll never retire to realizing you actually have a plan,” Cousineau said. “That’s the shift I want readers to experience, from feeling hopeless to seeing a clear path forward.”

For his students at Viewpoint, and for readers across the country, Cousineau’s message is simple: financial literacy is not out of reach, and it’s never too late to start.