School Psych AI District Spotlight: Behavioral Health Services of Boston Public Schools

A strategic partnership shows what sustainable AI implementation looks like in school psychology

When the Behavioral Health Services Department of Boston Public Schools decided to bring AI into their practice, they did not hand staff a login and hope for the best. They built a system for learning, implementation, and accountability that I believe serves as a model for districts nationwide.

Here’s the reality I know… Practitioners are balancing evaluations, counseling, team meetings, family communication, and documentation that never seems to end. The work is high-stakes and time-bound. The margin for error is small. New tools show up often, and new report writers will continue to emerge, but few fit how the job is actually done.

That reality shaped the partnership between Boston Public Schools Behavioral Health Services (BHS) and School Psych AI. From the start, the focus was clear: make AI practical, ethical, and usable within real district expectations, without compromising professional judgment.

The Foundation

BHS supports over 100 school psychologists and 50 graduate students across the district. The department, led by Senior Director Dr. Andria Amador and Assistant Directors Jonathan Mari and Dr. Ivonne Borrero, along with Dr. Carolyn Hall, CBHM Program Director and head of the BPS Research Committee, and Instructional Coach Alexander Freeman, has a track record of building strong systems. 

They are one of only four districts in the United States to receive the NASP Excellence in School Psychological Services Exemplary Award.

That same systems-level thinking shaped how they approached AI and implementation, along with the School Psych AI team, by designing an implementation structure that prioritized ethics, practical application, and measurable outcomes.

Central to this structure is the BHS AI Committee, led by Jen Gibney, Ronnie Guzman, and Harry Lo. The committee serves as the department's internal compass for responsible AI use, focusing on three priorities: equity in AI applications, student privacy protections, and maintaining professional oversight. Their ongoing work ensures that AI integration remains aligned with the ethical standards to which school psychologists are trained.

BHS works closely with community partners, including Boston Children’s Hospital and UMass Boston, through the Comprehensive Behavioral Health Model and oversees the Boston School-Based Behavioral Health Collaborative. 

Starting with people first, understanding, and ethical considerations

The partnership began by understanding how the team actually works. Before introducing any tool, the focus was on ethics, boundaries, and ensuring AI supports professional judgment rather than replacing it.

Staff completed surveys at the start of the partnership and at strategic points throughout the year. These check-ins tracked confidence, knowledge growth, and how tools were actually being used in daily work.

From there, the teams co-created a year-long training scope and sequence that moves from foundational skills to specialized applications.

AI Training Sequence. The sequence covers AI report writing, enhancing parent and team communication, data-driven decision making, AI applications in crisis management, AI in MTSS, and diversity, equity, and inclusion considerations. Sessions alternate between in-person and virtual formats, with monthly committee meetings to troubleshoot implementation challenges.

Strength-Based Practices Sequence. Running alongside the AI training, this sequence focuses on applying strength-based thinking to report writing, parent communication, counseling, and observations.

The integration of both sequences is intentional. AI becomes a tool for writing with precision and efficiency. Strength-based thinking ensures that precision serves students well.

What It Looks Like in Practice to "Do Work that Matters"

The most consistent feedback from BHS staff was about usability. Live demonstrations mattered. Step-by-step modeling mattered. Time to practice with authentic prompts mattered.

One staff member shared, 

“It was reassuring to see how AI can support our work without replacing professional judgment.” 

Another noted,

“The AI training felt practical, not theoretical. I could apply it right away.”

Instead of abstract examples, staff saw real reports, real language choices, and real decisions being made in front of them. Breakout rooms allowed for small-group troubleshooting. In-person sessions reduced hesitation. Each training builds on the last, reinforcing expectations around tone, clarity, and professional responsibility.

Over time, AI shifted from a concept to routine support. Staff reported greater confidence using AI for report writing, strengths-based language, efficiency, and time management. Importantly, this growth aligned with district priorities, including MTSS, special education decision-making, equity, and consistency across schools.

A Promising Blueprint for Implementation

“The AI training felt practical, not theoretical and I could apply it right away.”

Sharing the work beyond Boston. The partnership has extended beyond internal training. BHS and School Psych AI have presented together at the 2025 Advancing School Mental Health Conference, the 2026 Boston School-Based Behavioral Health Collaborative Conference, and will present at NASP 2026 in Session MS162 on implementing AI to support sustainable practice.

The work was also featured on the Boston School Psychs Podcast, where Dr. Amador and Dr. Byron McClure discussed how Boston is approaching AI with care, clarity, and shared expectations.

Why This Model Works

The BPS approach succeeds because it treats AI adoption as a capacity-building effort rather than a technology rollout.

The partnership began with listening. Dr. Byron McClure met with the BHS team in person and virtually to understand their needs, acknowledging real barriers such as time pressures and competing priorities. From there, we co-designed a yearlong training structure that builds skills gradually while monitoring the impact of implementation.

Ethics are foundational to the model, not an add-on. The training addresses three key domains:

• Equity and Fairness: Ensuring AI does not reinforce bias in assessment or decision-making.

• Privacy and Confidentiality: Protecting student data in alignment with FERPA when using AI tools.

• Professional Oversight and Competence: Retaining professional judgment and avoiding deskilling.

Decision-making stays with professionals. AI supports the work without replacing the expertise school psychologists bring.

As one staff member put it:

"This was some of the most effective PD I've experienced. Organized, interactive, and relevant."

What Other Districts Can Learn

Districts exploring AI do not need more tools. They need clear implementation pathways, shared language on ethics and practice, and ongoing support that aligns with their existing systems.

The BHS model offers three lessons worth replicating:

1. Make professional development a priority, not an afterthought. AI adoption requires the same investment as any other major practice shift.

2. Pair AI training with strength-based practice. Technology should serve the mission, not distract from it.

3. Build in accountability from the start. Surveys, committee meetings, and coaching help teams understand what is working and where to adjust.

Boston's experience shows what thoughtful implementation looks like when a district commits to doing it well.

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Interested in bringing this model to your district? Request a quote here to explore a partnership with School Psych AI and your district.

Learn more about the trailblazing work happening at BHS: Boston Public Schools Behavioral Health Services (BHS

Listen to the full conversation with Leaders Dr. Andria Amador and Dr. Byron McClure: Boston School Psychs Podcast: Using AI and Strength-Based Practices in School Psychology