district, so we work very hard to be open, honest, and as transparent as possible.” That emphasis on trust also underpins a deeper communications strategy now in development. Surveys, internal research, and community conversations are all feeding into a strategic communications plan designed to strengthen relationships and ensure families feel informed and heard. TECHNOLOGY AS SKILL, NOT NOVELTY Long before many districts were thinking about devices for every student, El Dorado was already there. The district has been one-to-one for close to two decades, from pre-K through 12th grade. What began as an effort to give students access to digital tools has evolved into a deliberate push to treat technology as a core skill. “We’ve gone through the cycle where technology is a tool and a resource,” Davis says. “Now we’re really developing it as a skill set. We don’t want our students at a deficit in today’s job market.” That perspective led the district to adopt a formal AI policy last year—covering both student and staff use. Rather than banning artificial intelligence, El Dorado is leaning into it, teaching students how to use AI responsibly and effectively, and encouraging teachers and administrators to incorporate it into their own workflows. “We value 21st-century skills, and AI is not going away,” Davis says. “If we don’t teach our students and families how to use it, we’re putting them at a disadvantage.” The district’s technology infrastructure is robust and flexible. Multiple device types can be used interchangeably across buildings without losing connectivity or access, an achievement that can be elusive in multi-site districts. That flexibility supports a wide range of programming—from early STEM exposure to advanced technical courses. 341 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01 EL DORADO PUBLIC SCHOOLS
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