So thank you all for coming. I want to just shout out to all of the people who are joining us from different countries. There's a lot of English as a second language, although I've been to many other countries and the English sometimes is better than it is for us. But I still want to respect that and speak a little slowly.

So please know that that's what I'm doing. So my name is Holly Clark and I am a 25 year educator. I spent Decades in the classroom as both a teacher, a tech coach, a director of tech, assistant head of school, all of the things And one of the things that That makes me unique is my experience with one-to-one classrooms. I don't want to spend a lot of time in that.

A lot of you know my story. So we can talk about that another time. But today you're going to be joined by me, Nadine Gilkins. I can't say it right, Gilkinson and Janelle.

And Nadine is from Indiana, and she's going to bring in the part of this presentation of what they're doing at their school that is game changing around uh obviously school ai that's who's doing this But I wanted to join me right now and look at this graphic. And this graphic, it comes from Harvard Business Review, just published recently. I want to give a shout out to Tim Evans, who's in Guangzhou. Who I found this from.

He's such a great person to follow on LinkedIn. But I want you to look at our cases in which we were using AI in 2024. Versus the way it's being used today. And I want you to notice that personalized learning is not even on here.

And people have taken to the term enhanced learning. So what else do you notice? I'm going to let you just put that in the chat. And a lot of people see the therapy at the top.

And for some people that's like, ooh, that's gross. I don't want that kind of thing. I don't want AI interacting with people like that. But I think we need to think about places where people don't have access to therapy, where you might live in a remote town in Zambia.

Where maybe it's midnight and you just need some help thinking about a situation. I think that's what they mean by this. So I just want to take that off the table because a lot of people see that and they go to this place. I'm not using it for therapy right now, but I know that my niece is.

And her description of it is really, really… interesting and it's exciting, actually. I'm glad that my niece has someone. She works until midnight. And so when she gets home.

She sometimes is worried about something and will reach out to AI and be like, hey, this is what I'm thinking. And as an aunt, I'm really super happy that she has something to like talk to, I guess. And that can be weird But we're seeing that in 2025 that AI is used for enhanced learning. And we're going to look at that term because when we talk about personalized learning, and we've been talking about that for a while.

I have started to notice that I don't think people understand how to personalize instruction. It's a pretty unique skill to have to be able to design instruction in certain ways. And it sounds overwhelming Sometimes or people think they're doing it and they're not. So if we look at this new term, enhanced learning, I think we really need to think of AI as enhancing learning.

Not always personalizing it for every kid though it can. But right now that could feel overwhelming. And I think we need to keep an eye on that. So these are the ways that it's shifted.

You'll notice things like Editing text. Isn't even on the top 10. That's what we did at first. So some of those things, creativity has moved up And things that are exciting, we're using AI differently.

And that takes me to this next thing. So it's 2025. Some people have been dealing with AI in their classrooms and some people have not. And here's what we have discovered in these last two almost three years.

We've learned that AI is a learning partner. It can be a really strong learning partner. This is why I have become so friendly with School AI is because what I have seen this app do with kids to be a thought partner in the classroom has changed who I can be as an instructional lead. And so we're going to be talking about that with Nadine.

But one of the other things that we have discovered is that LLMs now need to be used by teachers. At first, in 2023, You had to be a prompt engineer. You had to make sure there were no hallucinations or incorrect information. Coming back.

So people ran to these shortcut tools and shortcut tools are things that produce lesson plans or quiz questions. But what we're discovering in 2025 is that we can do better than this. And I'm going to talk about this. And so schools went out and bought these shortcut tools.

School AI also has these shortcut tools, but what they're really focused in on is the student experience. Not that a teacher can go and make lesson plans and get quiz questions. That's important, but what we're doing is we're stripping teachers from AI literacy when we have them not go to a large language model and just go ask something else for a lesson plan. What we need to be doing is having teachers use large language models and then have school AI on the student facing version And that's what AI literacy needs to look like in 2025.

So we need teacher AI literacy before we give them tools. If we just give them a tool, like create a lesson plan. It might seem like an easy fix. Teachers are afraid of AI.

They're not using AI. But in 2025, We need to not skip this AI literacy. And so that's what I'm going to talk about next. We need to give them get them literate before we even bring in the tools.

And I heard, I believe it was a school district from North Carolina, and I could have this wrong. Talk about that you have to take these AI literacy courses at your school. There's like five or something. I'm making that number up, honestly.

But you have to take these AI literacy courses. And once you do that, then you can ask for a tool. But you can't ask for a tool until you have done this because you don't have that experience that you need. And I thought that was really smart.

And I'm starting to approach it this way with schools I work with. I will tell you that in 2023, I was all in on the shortcut tools. 100% thought they were fantastic. And I think in 2023 they were.

It's 2025 and now we have to talk about these large language models with teachers because of some things I'm going to talk about. So these shortcut tools gave teachers kind of training wheels to get started with AI, see what it can do. It was the easy button. But once you give that, you can make someone maybe not want to take off those training wheels, maybe stay in this environment.

So how do we get them away from that? And so helping teachers right now in 2025 understand large language models, the foundational lens and the four top foundational models are open AI, which makes ChatGPT, Google DeepMind, which makes Gemini Anthropic, which makes Cla And Meta, which makes llama. And Lama, while we don't go to it, most people I know don't go to Llama and put in prompts. We're using llama more than we're probably using anything else because it sits on our phone with Facebook and Instagram and WhatsApp and all of the So it's the AI is identifying you for algorithms.

The AI is helping you write messages And so when I talk about these foundational models, I tell you about llama so you're aware of it. But having teachers work in these large language models, the first three are really important. I generally will teach teachers to open up three tabs ask the same prompt in all three and see how they respond and then deconstruct the differences. But then OpenAI.

Came out with some new models. And where I used to go to schools and people would say. I really like Gemini's response. And I would say I would agree.

Or I really like the way Claude is so smart when it responds. And I would also say that I agree. Gemini, I'm sorry, OpenAI then came out with something and these two have heard me talk about it a ton. They came out with some new models.

And that has been a game changer. It's daily that I am texting someone about my experiences with this O3 model. And I want you to know that I pay the $200 a month And that's not, no teacher can do that. I have a different job, so I need to pay this amount.

And I get to see what's coming, what's under the hood. And O3. Is that one of the models, and let me see if that's in our next slide. So if you go to ChatGPT, and you ask a prompt and the prompt goes in this little window above deep research And you go there and you'll see there's a 03.

So if you are using the free version, it will be called research or reasoning. So you have to look for a reasoning button. If you are using the PLUS model, which is the $20 a month model, you get 100 queries with O3, I think a week. Maybe it's a day.

I don't know. It's probably a week. And I get unlimited. What you need to understand about O3 and some of these other models, and by the way.

You'll notice at the bottom here, and I'm going to put my little thing around it, chat GPT 4 left us yesterday. We don't have that anymore. So where people were like GPT-4 is so good. And people, and I've heard them say, oh, we're using GPT-4 is our wrapper.

Well, you can't be. Anymore because it's gone so like Knowing this information is really important. But GPT-3, O3. It has a memory.

It reasons. It takes like a minute to answer. It will ask follow-up questions when I put in a prompt. It'll say, well, do you mean that for K-12?

Or do you mean that for higher education? So in the background, it's running my prompting and asking me the questions about it. But more importantly, it's remembering every interaction I do with it. And I can go in and I can take out some of those memories if I want.

But right now, ChatGPT knows that I'm an educator It knows that I value inquiry. It knows I value equity. It knows the things that I value. So if I were to ask for a lesson plan.

It's going to give me a lesson plan with everything I value wrapped up in that. Now, take, for example, if I were to use a shortcut tool and where I'm making a lesson plan. I go and I ask for a lesson plan and I'm just trying to make a like little I'm trying to show you, I don't know. But anyway, I go into a room.

I ask for a lesson plan. It gives me one, knows nothing about me. Knows nothing about where I live. Knows nothing about anything about my kids.

And then I shut the door. I have my lesson plan and I leave and everything is erased. And with the large language models. And Gemini starting to do this, you have to turn it on, but it'll remember so that when I ask for a lesson plan, it'll go, oh, you have these kids and they have these different Needs.

You love inquiry. So let's put a little bit of that in there. Oh, you really want your thing to be engaging. And so it's going to deliver me a lesson plan.

That's based on me and that is key. Because the other one, I don't know. What it values in education. I don't know if it's going to give me something that's biased.

But I have been working the bias out of the memory of mine. So we need to remember that. So if you're using School AI, and I can't really read the little chat that's going on right now, they have this and it's fine to use it as a starting place. But when I'm working with schools and districts, I'm trying to get the teachers to maybe ask School AI's lesson plan, but also ask ChatGPT.

And see the difference. And I'm going to tell you this after working with over 100,000 educators this last year. Every time. Chatgpt wins.

And does a better lesson plan every single time. So if you want to start people off with this shortcut tool, that's fine. But what you need to be thinking is I need to get my teachers literate by them working in a large language model. And I need to be getting students literate by having them interact with AI.

So that they can start to see the things it does instead of going off into the wild, wild west of them using ChatGPT on their own. So if I'm working with students, I never want to use ChatGPT in the classroom, except maybe if they're 11th and 12th graders. Because I don't know anything they asked. I don't know anything that they're thinking.

And School AI will give me a summary of what every kid asks, what's going on. And other tools make me go to the three dots and view the chat. I don't have time to view. Every kid's chat.

I was a seventh and eighth grade teacher. Some of you know that this is they're 12 year olds for my international audience And I had 135 of them. I am not going to their chats. So I got to hurry because I'm said I'd only take a few moments So this literacy for teachers, we want them using these large language models because it learns your preferences through memory.

It allows for this deep personalization of your lesson plans and pedagogically You're learning an AI literacy that you can now take back to your kids. You'll understand when the AI is changing, when it's reasoning, what that means, what's deep research. Listen. If you haven't used deep research.

Please use… use deep research. Because it is amazing. I used it last night, as a matter of fact. So we need to shift this term, I think, from personalization, which is overwhelming, quite frankly, to some teachers to enhancing learning.

How do we enhance So because this recognizes the power to become a responsive mentor, which is what School AI does. And not merely just this this so like if I'm in some shortcut tools I'll say, I need an idea for a science fair project. And it will come back with three ideas. That's not what I want.

I want… the chat bot. I like to call it a thought partner to say, well, what are you interested in? So you're interested in Taylor Swift. So what do you like about her?

And make me think about why I want to do that, not just offer me answers. And I want you to ask yourself. When you're using a shortcut tool. Does it give the kids answers?

Or does it make them think critically And we're looking for that. So we want teachers thinking critically and we want a student's thinking critically, super important. Here's some statistics. That chat GPT helped me do.

This is what I did the deep research on. And made the graph for me, by the way. As something that would take me probably a day in normal terms. But so this is 92% of undergrads are using AI.

Uk teens and US teens, this was supposed to say, but 79% of them are using it. I was in a second grade classroom last week. And we ask kids, how many of you know what AI is? Every single one raised their hand.

So I called on a couple to say what it is. They were spot on. I did this before with fifth graders. Janelle was there because the news came to our classroom and we asked the kids, what's AI?

I mean, they have better definitions than me. And no kid doesn't know what AI is right now unless they're living in a a little bit of a block. So what do we want? And this is what Nadine's going to talk about.

Nadine's going to talk to you about how do we develop this student AI literacy and that's what she She wrote a grant in Indiana and we're all in the US anyway, going to have to be writing grants to get AI in our schools. And so she's going to tell you some of the things that she wrote about, what she put in there, but she was looking for these three things. How can AI develop student literacy around using AI as a thought partner, not an answer getter. Agency, developing curiosity and instant feedback, super important.

So the bottom line is shortcut tools are terrific training wheels And speed round helpers, but real pedagogical power is in the personalization or enhancement. I should probably change that. Critical AI literacy that's transferable expertise that emerges when you learn to ride that LLM yourself. And then you get the kids using the AI with school AI.

Now, so the perfect classroom combination that I'm seeing right now is the teacher using an LLM? And I have some word on there, sorry about that. And then these are kids in Darien, Connecticut. Who just learned about the colonies And so we have the 13 colonies here in the US.

They were the first places that we settled. And they're asking questions of George Washington about a couple of those colonies that he originally was in. And they're engaged. They're into it.

They want to do it. So Nadine's going to talk, but I want you just to know that this exists. I put into this slide deck that Janelle is going to give you in the chat. And the research on curiosity, why it's so important The truth is curiosity is as much of a Is it much of a success criteria as intelligence.

And then, so I talked to you about curiosity and then some of the research that I did with chat gpt Around instant feedback and why it's so important. So that's there for you. So if you need to go back to your school and say. Why this is important and why you need to be getting school ai and AI in the hands of kids.

This is why. As Nadine is going to She's going to take a moment to share her screen. So I'm going to stop sharing for a second and she's going to get up. But I want you to know this.

That the school AI provides a safe chat bot, I like to call it thought partner, where you can put the guardrails on and the student only talks about certain things. So Nadine is going to go into that And for me, and yes, I'm doing this webinar for School AI, but I want you to know, I think it is head and shoulders above any other kind of student facing one. There are ones that I'm really fond of as well, but School AI for me is my top, top one. I don't think I've been quiet about that.

But Nadine's going to speak. I'm going to be quiet and I'm going to look at your stuff in the chat so you might see me comment back. Okay, I just wanted to make sure everybody can see my screen. Are we good, Holly?

Yeah, and remember slow. Thank you. All right. So as she said, my name is Nadine Gilkerson.

I am a district. I started out as a district technology integration supervisor. But then I most recently became the director of technology integration. Much like Holly, I've also been in the classroom and been involved in education for about 26 years.

And started out in elementary, but technology has always been a passion. Since I bumped up to our district level and I've been there about 12 years now. You know, having that perspective at a district level and knowing how to tackle big projects and wanting to make growth within your district has been a passion of mine and tapping into educational technology with that. So in Indiana, as Holly mentioned, we have several grants that are tied to digital learning.

The top one is the digital learning grant. And what I'm going to be sharing with you today is how I use the funds from the Digital Learning Grant in 2024 to specifically target being able to help special populations. Now, in Indiana, when I was working on this grant. If anyone knows me, I love a theme.

And so whenever I was compiling what I was going to be doing for this. I went with a whole like law and order themes. So that's why you're going to see some detective skills in here. So if you've seen the show Law and Order, they always start out with the same little intro.

I'm not going to play the clip, but I actually even turned it into the actual voice of the guy. And it had the sound effects in the background. But with this, I wanted to show that we had a cohesive representation in our district. So with this.

We had a collection of different people involved I had district administrators, parents. Teachers, I really wanted to have a collaborative thinking about this project. And really, for those people that live in Indiana, when you're thinking about applying for a grant. You know, that's what anyone's going to be looking for.

They don't want to see that only two people are interested in this. They want to see that everyone is getting that buy-in in your school district. So in addition to that, I wanted to have students involved. And so I reached out to our high school and I said, you know, I have a plan for what I'm wanting to do.

And we got a high school student, Zoe Eskew. And you're actually going to hear a portion of what Zoe recorded about our why, why we need to have AI involved. Of course, anyone at the district level is going to be looking at data. And so any grants, I don't care if it's federal, state, whatever, they always want it to tie back to data.

And so I included the reason for the need. And so I was targeting to focus on our SPED and EL population and how we could help those students specifically because rather than launching immediately to my entire district I chose to focus on building with a positive, starting small and really Going through what all School AI could offer. And then I wanted to grow it from there. So part of the grant that it's talking about, this was actually one of the questions that we had to answer in the grant.

How are we going to leverage technology? And I love, you know, Holly and I were just talking about this the other day. To enhance learning experiences, foster innovation for students. And promote that effective digital pedagogy for teachers.

And so I then had to come up with how are we going to focus on that? And that's where School AI came in. So as I chose to do that strand of focus. I reached out to different teachers and I started to talk to them about AI policy.

And why do we need to have this need? And Amanda Hodge, who is currently a English language arts teacher in my district. Made this comment and I'll see if it'll play for us here. But Amanda taught, she told me this blip about why AI policies and students being aware is so important.

As we got ready to lead this work and I said, oh my gosh, this is great. I need you to record it for me. Hi, I'm Amanda Hodge and I'm a secondary ELA teacher. I'm so excited about the things I have been able to do.

The sound is not working. Understanding how colleges are embracing the technology. I want to have the students Oh, is the audio not working? Ah.

No, I'm glad you told me. But basically what Amanda's trying to say is that AI policies are like bathroom policies. And so when we were starting our approach with AI, we wanted to make sure that people knew You know, this teacher may be part of the pilot. Another one may not be part of the pilot.

And so you can't have assumptions about that AI is fine with everybody. So she said AI policies are like bathroom policies. Every teacher's got one. So you got to make sure that you're asking.

So with this, then as we began our pilot, I did it with about 2000 student licenses. And we decided to focus and start really small with our curriculum tutoring classes With our high school and our junior high. And then after we build that support, then we branched out into inclusion classrooms. And what that means is that if you have students that our special education or English language learners And you co-teach.

With a general education teacher, we wanted there to be that bridge so they knew how to use the product and how to leverage it. Finally, what we did was then we made it open to any teacher in the district and said, hey, are you wanting to try integrating school AI into your classroom. And so we did that. Hi, my name is Now, when we get to this.

Oh, and you'll have to tell me in a second here, Holly, if it's going to work or not whenever I share Zoe, which one thing I will tell you, if these video clips don't work after the webinar or even in the chat. You're going to get a link to this entire presentation so you can go back and watch it at any time. This pulled into my own children's background. I have four children.

Two of my children have dyslexia. My children do not go to my school district. They go to a different one. And at one point, my son came home and he was working on something and I said, oh, don't you have a curriculum tutoring class for that?

And he said, yeah, but yeah there's a lot of kids in the class And there's only so many teachers and these teachers have to know everything about every content area when they're in a curriculum tutoring class. So if you're not familiar, that's where special education students can go to get the support that they need for biology, history, algebra, all of it is coming at a special education teacher. And at this time, I was just coming back from TCEA, a conference in texas When I learned about School AI. And, you know, light bulbs were going off for me where I was like, this is it like When I'm thinking about what is a purpose for AI and how can this truly make it you know special and unique for students This is the first iteration when I said this is going to be a game changer.

And so I went to my high school and I asked, is this something that you think is worth applying for? And they were all over it. So then we asked zoe Who is part of that group And I'll play a clip, but Holly, you let me know if it works out or not. I ask you and I'm a junior at FC.

I'm in curriculum tutoring and my teacher is Mrs. Dan. This has been many other CT teachers have classes of 10 to 20 students and can't help each one of them at the same time. Students struggle with different subjects too, and not all of our CT teachers can help with those subjects.

That's why AI could be useful for us. St. Mrs. Dent was working with another student on their work.

And I also needed help too. I could use AI to help answer my questions and also give Mrs. Dant some background on what I need help with when she has time to do so. With AI, there are so many new doors opened up for CT students and teachers.

Some students will always address their needs, however, some students are too afraid to speak up. Ai can be helpful for these students and can also build their confidence in asking their teachers questions. Ai has many benefits for us and should also be recognized as a form of asking for help, not cheating. Unless you use it wrong, of course.

And I cannot tell you, I mean, it still gets me a little choked up whenever I hear Zoe because we're here for the kids. And I wanted something that could truly help them. And I feel like that Zoe nailed it. By saying that having access to a student facing tool in this manner is truly game changing for them because these are the kids that don't want to, you know, they don't want to go up and ask questions.

They want to be Able to find out those answers on their own and have those interactions as they can. So this then led to we got awarded the grant. And so then in this stage, I had to get started with how I was going to roll this out. So to make it easy, because I have so many resources to share for you, inside of this, if Once you guys get this slide deck, you're going to get access to this document.

And inside of this document I am going to, let me see if it's going to pull up for me. Okay, yeah, I'm going to share to this tab instead. So this is the actual document. I'm actually going to give you like an overview of what all that I created.

I knew that the teachers would need to have a toolbox, basically knowing what they were going to need to have success with School AI. And I worked with School AI on this. They did PD for my teachers. They did a lot of work with me at the beginning of the school year, but I wanted them to feel successful and that they were adequately prepared.

So I'll go here. So this is just an overview of everything that we did for them. I wanted them to have, you know, easy ways to access everything that they needed. In addition to that, I wanted the students to feel comfortable.

So I made a student toolbox, again, in conjunction with School AI. So I felt like that we were adequately prepared. I'm not going to click on each one of these files because I want to be able to show you some other things. But I wanted kids, one thing that I learned was that And this is where the AI literacy comes up.

You're only able to interact with a chat bot if you know how to have those critical thinking conversations. Do you know how to chat with it? And so we quickly realized that the kids needed to more AI literacy instruction to know how to have that conversation with a chat bot. So I made some resources with it.

The next level of what I created was created cheating versus learning because the first thing that the students were concerned about was Well, people are going to think, even though I'm part of this pilot, they're going to think I'm using AI to cheat. And that scares me. So I said, you're good. I did PD with our high school As we were doing it, I did it with the teachers And I said, you know, straight up, I pulled up this document And I said to them, let's go over the definition of what AI is for cheating and for learning.

And flat out right there, it says AI for learning. The intent is to enhance your understanding. You know, like it's helping you deepen your learning and your comprehension. And so if they didn't understand it, then ChatGPT helped me with you know understanding with some examples And it was a great conversation that I could have with teachers that I wanted them to have.

So as I led into that, then I wanted teachers to have a common way because we're a pretty big school district. We have 11,000 in our school district. And if I'm running this at our high school and junior high at the time. You know, I had to have a way that if you're a special ed teacher at the junior high that you could talk to the people at the high school.

And maybe someone at the high school is doing a really good way that they're using school AI, but we don't have enough time for them to get together. So I said, let's have this prompt bank. If you have a really good way that you're rolling it out, then I want you to be able to have a platform that you could share it. So that's where the AI Prompt Bank came into play.

So I'll pull this up briefly. And again, any of these documents can come up. You have access to any of this. But this was one of the very first ones that we did and it all went to curriculum tutoring Now, with this, it wasn't this great at the beginning And I told our teachers when I I want to know about School AI, I said, you know, the first couple of weeks, we got to get used to the platform and you've got to understand how to use it because it's one thing to say.

That I want to use School AI But knowing that I want it for learning and not cheating The teacher, and this is where Holly's piece comes in, the teacher has to know how to work with an llm to know how they can craft That space to then go to the kids. And so I'm going to give a huge shout out to Randy Tolbert. Randy is a special ed teacher at our high school. And Randy worked with their department to come up with all of this information and notice where it says box one, box two That's literally because when you're building a space in School AI, it has a box.

And so she was like, I'm just going to call it box one, box two, box three. So they would literally come in here And they would highlight and then paste it in there if someone needed to pull that information from here. Now, with that being said, I'm going to go back to my presentation. And as I already pulled up that example, Randy Tolbert is on the top.

Jody Denton is on the bottom. They're both at our high school. But the conversations that they would have at PLCs that professional learning community they would be having interactions of talking how about how well it was going with students, what they needed to tweak. What they needed to refine to make sure that the student was getting the output that they wanted.

It was just, it was really, really great to see that interaction. And so speaking of interactions, I have in here a link to a couple and I'm going to pull them up. So instead. I think I should have this in here.

Ooh, it's not pulling up. Oh, there we go. Okay, so instead, this is actually going to take you out to a space Now, at this point, and I'm going to be talking about Kara Atkinson here. She's amazing.

At this point, Randy Tolbert was starting to use School AI Kara Atkinson, and this is in an inclusion classroom. So now we've got that collaboration going on between gen ed and special ed. And so I wanted to pull up this one as an example because I think it truly shows This kid is not asking for answers. This was the assignment about a found poem and a kid in special ed was saying.

I don't understand how to set it up. So School AI is giving them some guidance And as I go on, she just wants legitimate, you know, help me understand this assignment more. Does it need to rhyme. Can I add my own words?

Does it mean that I can have And then… And so I love seeing this type of interaction because this is not cheating whatsoever. That student would have been too shy to ask In Cura's classroom. But because they had this space created They then started to realize the power that they had in this tool. Now, you might be thinking to yourself, is this going to be something that's going to give them answers.

And so what I wanted you to see, because I told my teachers, I'm like, share the good, the bad and the ugly. And so I wanted you to see this was a student trying to interact with the chat. With the chat bot and say like, well, can you see me writing it? No.

And so the interaction is good But it's really trying to push the buttons. And this is again about that same prompt about chapter four. In the novel night, but I wanted to get to a part. Oh, it's trying to see if it can tell information.

What's my name? I don't know your name. And so I wanted Honestly, I wanted our admins to be able to see that the students are trying to get it to give them information. But it's not going to do it.

And I believe that that actually really solidified both ends. It is supportive and it's not doing the work for you. So I wanted to give you guys a couple of examples with that. Okay, so we'll see how well Kara is going to be able to be heard on here.

So Holly, you can let me know if this works. Kara then gets into the picture as I start growing the pilot And, you know, the best thing I can tell you is In our role, if you're watching this and you're someone at the district level or you're someone who's a coach in a coaching role. The best thing is when we find a tool like School AI But you put it in the hands of an amazing teacher and they start to really grow and blossom and they start using the tool in ways I hadn't even thought of. And that's where Kara comes into play.

So I'll play a little clip of this to kind of give you a feel of how Kara got going. This was right at the beginning of when Kara started using it. But then I'll show you how she has progressed. So we'll see how much of this you can hear.

If the sound isn't great, I'll kind of give you a synopsis. But again, you have access to this to go back later. And listen to Kira's full conversation. My name is Kara Atkinson and I teach sophomore English at Franklin Central High School.

I have about 60% of my students who are general education and then 40% are English language learners or special education. I have just recently started using School AI. I particularly like the spaces that it allows you to create. I introduced the spaces to my students when we were reading night and I had them open it up and encourage them to ask any questions that they had while they were reading their chapters independently.

So I had a lot of EL students who were asking For the meanings of different words or phrases and i had them speaking to this space in their own language. I also had students who were just asking for more historical context behind some things and I loved that they were able to do that in a safe environment and in an environment that wouldn't allow them to Get sidetracked and go elsewhere. I've also used it for writing revisions. My students wrote a paragraph and they then put it in.

How can I make this better? And it would give very productive feedback. They use it for the whole writing process for another, can you break this down into simpler steps? And the prompting allows us to really do a lot with that.

We most recently tried to use it for accommodations on an assessment and It was really neat being able to really tailor the kids needs to the specific students rather than just having a blanket accommodation of care special education, this is what we're going to do for you, or you're an English language learner, so we're going to simplify all of the language. This allowed us to help these students to the extent that they needed help rather than providing too much or too little. And again, I love that It's in the safe place. I can assign it through Canvas.

I can monitor what they're saying. They know that I can watch everything they're doing. They feel like they're always being watched. But I have found a lot of really neat ways to include it in my classroom and I plan to continue searching for ways to benefit the students with these tools that are being introduced to us.

So in addition to that, I'm going to come back to here. So you got to hear a little bit about Kara. But what I wanted you to see In here. Is Kara's Prompt Bank.

So I had like an original prompt bank, but of course Kara took it to a whole new level. And I wanted to give you access to that. So I'm going to pull that up. And Kara just really, you know, she started out, she told you that she started out with night.

She told you that she started to use it with a summative and even a benchmark assessment. But she just kept going, kept going. The amount and now I want you to see on here you might be thinking to yourself, wow, she really puts a lot into the prompt. But that is where that is she kind of definitely took it to the next level.

This is Kara Atkinson. I teach sophomore English at Okay, this one may be harder. And I'm going to be honest with you before I finish showing this. I reached out to Kara today because I told Kara, hey, I'm doing this webinar.

I want to do you justice to be able to explain, you know, everything you've been doing with School AI. If you could throw this together, I would greatly appreciate it. So she did. But here's what I'm going to tell you.

The things that Holly mentioned earlier in this webinar I have teachers already doing and I want to see that grow When Kara is taking this to the next level, it's because Kara is building her space And leveraging her knowledge of an llm to make this go to the next level. I asked Kara to give us a description of her process, what she does when she goes to chat GPT. Now, again, I'm going to show a brief clip of this. I have a feeling we may have a harder time hearing her, but I'll show just a little clip.

And it went back. This is Kara Atkinson. I teach sophomore English at Franklin Central High School. Nadine has asked me to kind of put together something to explain the process that I use when creating a school AI space.

And so I just chose one that I used that ended up being a small part to a much larger Assignment and exploration of ideas and so I am just going to start at the beginning with that. So this is for a 12 angry men personality test. That is what I use School AI for. But starting at the beginning, I typically almost always start with ChatGPT to help me make sure that I am as clearly and explicitly obvious in what I want and to help me find where my prompting might be ambiguous or have some holes.

And so I always start by expressing exactly what I want. And so my first Comments in my conversation with ChatGPT was for this unit, we are focusing heavily on characterization and character interactions. I like setting the tone and maybe it's more than I need to include. I don't know because I do include it and I get what I want so I don't ever not include it.

At the beginning of the unit, my students took the 16 personalities quiz to determine their personality type. I then had them read the descriptions. It helped them understand how they might be on a jury. I would now like to do an activity where students use a school eye space to answer questions as one of the jury members to determine that juror's personality type.

I want them to include the specific evidence for some questions, but not all. When they're done, they will answer reflection questions to help them prepare for a Socratic seminar touching how personalities influence decision making and conflicts, conflict resolution. So I'm starting by help me design the prompt for this space, but you'll see how that evolves and how all of that information I provided in my very first this is what I want ends up being useful because it shows the bigger picture of where this is going to fall into place And become relevant as we continue throughout the next few days.

So, you know, it says just… Absolutely. Here is a polished Google AI space prompt, and it's not polished yet. That's what it says, but it goes through a lot of revisions before I'm ready to just kind of accept what's there. So… I then, you know, I get that prompt and then I tell it how I want it to help me more.

I leverage chat gpt to create student resources. And these are absolutely things that I could do, but not as quickly as it gets done when I use GPT as A partner to work with. So I would like the following. In the most efficient order.

A handout for the students to complete this assignment. I will not give specific information for how they'll be doing it. A handout explaining what the space is and how it's meant to help them. A detailed school AI space prompt, a reference sheet for students to use when considering the different personality types.

So I am just thinking of everything I want I'm still in chat GPT. It's going to help me create those. And you'll see then that I do not just take what it creates and go with it. There's a lot of revision happening until it gets to a point where it's good enough for me to then go in and make it I don't know, more formatting and stuff myself.

I think that I would like to revise the activities so that students complete the first part. I want there to be a benefit to using school AI space instead of 16personalities.com, right? Because it's modeling the school AI space after the personality test why bother?

Doing that. So I talked to it about ways to make this better than just going to 16 personalities. I want to revise it so students complete the first part. That's on there twice.

And any other day, I would stop and restart, but I'm not doing that today. Told Nadine I wouldn't be. It seems that revising, it's getting glitchy. Here are my notes for what I would like revised.

So again, I am being very explicit in what I want. Step one, personality questions. Be explicit. And I continue.

I'm going to go ahead and stop Kara there. I mean, she's going to go through the whole process. And as I said, you can watch the entire video. I just wanted you to really see where she starts.

Because I really feel like that it speaks to what Holly was mentioning earlier. If you're not doing this piece, then you're just getting a short cut version and then it's not really, you know, getting to that level that we want kids to get into. Now, going into that, I've created a resource deck that's also linked in here. I know we may have people that are from other countries on this, but I think keeping this in mind.

I created this resource to help people in Indiana that might be writing for the 2025 digital learning grant like I am right now. But um It doesn't matter if you're writing for this grant. As Holly and Janelle mentioned, there's just so many AI things that are coming up constantly now. That a district or a school, you know, a school could be writing for I feel like I have a unique perspective because I have been at the district level for so long.

I feel like that I know the data points and the things that people are looking for. A lot of times they want it to align with a district strategic plan. They want it to tie if you're connected to like state level testing All of these things, because if someone's going to give you the money for the platform like School AI, they want to know that we're going to see the outcomes. And so knowing the back end of how to put these pieces together, I feel like that this is a piece that people need to help them.

And I'm so passionate about School AI and what it's done for us. That I just wanted to share this with others that if this can help you If you're looking to do some type of a grant. I'm going to stop sharing my screen and I think we'll have a few minutes if people have some other questions that we wanted to answer. Thank you, Nadine.

I just want to point something out. So someone had a really good question at the beginning. Why, if we're talking about school AI or this is sponsored by AI, Why would I talk about teachers using large language models? And I can't speak for all the people at SchoolAI, but I know that School AI values teachers being AI literate.

And what they're trying to give us is something that helps students interact with AI in a very safe environment so that students are interacting in this safe environment, but teachers are getting AI literacies. Using LLMs. Now, they have provided for you lesson plan ones. They have provided for you IEP generators Because some teachers still need that.

But everyone, I think, hope is that teachers will start to use those on their own. But I did promise, and there are some people like Debbie in here, like who has used School AI. I did promise that I would kind of show School AI because I think it's one of the steps that we miss. Nadine's talking about all these things.

But if you haven't actually used one, I think some of that gets lost. For two seconds, I'm just going to go into School AI. I'm going to share my screen. And hope I can do this.

Let me first get it up. I should have done that while she was talking, but I really love her teachers. And what they're doing is incredible. But why I get this up, I want you to know that her teacher, because she's so AI literate, is taking this to the next level.

Not everyone has to do that. You can just make one of these thought partners for a student, put it in your class. And let me share right now so you can see what I'm doing. I'm also going to make a video of this.

I just was talking with people in the chat. I have an email. You can find it. And what do you guys see?

Do you guys see the beginning of the, you don't see my desktop, do you? With all my pictures. Let me make that bigger. We see a little bit of your desktop.

Okay, so I'm at scliae right now. I'm just signing in. And so it's automatically going to recognize me in just a couple seconds, taking a little bit longer than I would like. So I'm just going to throw one of these at you.

So here I am on the school AI dashboard. And this is why these three things are here front and center, because these are the spaces that students would use in the classroom. You can either do one really quickly with the psychic, create a whole space and that's what Nadine was talking about. Actually, her teachers were using a sidekick it's a whole nother conversation.

Or I can find spaces that are already created and use one of those. Now, I can go over and create a lesson plan. I can do a worksheet. That's not the focus of School AI.

School AI's focus is on helping kids get the learning they need when they need it. So I'm just going to come in here and I am going to just use this other space. I use this all the time. So many of you have used this.

But what I want you to do is either take your phone and scan this QR code. Or you can go to, and I'm going to put this in the chat So that you can just get to it by clicking You're going to come into a space. And that space is going to give you that experience as a student for you need to come up with an idea for a science fair experiment. And no one's coming.

Oh, there you come. Okay. So you can see what it feels like to kind of get some help. And you can see what it feels like as a teacher.

I want kids to come up with a science fair idea. But all of them are like, I don't know what to do. And I can't help every single one of them. So I can get them this space.

I can pass it out through Google Classroom or maybe Canvas, whatever my LLM is. Or I can have them come in on their device by giving them the code, which the code here is mn XQ. If you get this and you get in, it's going to ask you your name. And then it's going to say, so what do you want to do today?

And you're going to be like Well, I'm really interested in Taylor Swift because I'm going to tell you as a fifth grader, if I could do a science fair project on Taylor Swift, I'd be in all day long. But if you tell me I have to do it. On volcanoes or climate, I'm going to do it it's going to get done. But I'm not going to love it.

So this allows me to get at student interest get the help they need. And all I did for this one, I didn't go into all of the things that this great teacher does who I want to be best friends with. But I just put in help students come up with an idea for a science bear project. They're fifth graders and don't write it for them.

And that's all I had to put. I'll show you this in a second. But I want to show you this now. As you're coming in, I'm getting to see that Ibram, the user is a teacher looking for amazing high school chemistry project ideas.

So I might go over and say something about amazing chemistry high school. You guys are coming in and doing different things but um But you got to do it harder, I think, Janelle. And Janelle's going in and trying to get a warning so I can show you that. But it's casey the student is interested in exploring AI.

So I might go over now, I'm walking around as the guide in the classroom and saying, hey. You like AI, me too. Let's talk about this. Now, Janelle did something instinctively that I asked teachers to do when I'm in a training.

Is make this have the warning system. So Janelle probably asked for something inappropriate, says that the student expressed a violent comment towards AI. And so in some other student-facing AIs There's like a little warning next to their name, but I'm not looking at everyone's name right now. I'm looking at what you're all asking.

And I know I need to go talk to Janelle and probably Janelle's thing either said, hey, we're not going to talk about this and kind of try to get her in another direction or it paused her interaction. And so as a teacher, I know that if a student goes off task. It's going to stop them or try and help them if it's a mental health kind of situation. So I'm getting on this right-hand side, this summary statement of what the kids are asking.

And therefore, for me, what they need And I don't get that with every app. So my students are getting help on the science fair project. I'm using ChatGPT to make terrific science fair project resources. And they're getting the help that they need when they need it.

So that's what School AI looks like. Again, I'm going to go back now and I'm going to come out of this. And if I were in a classroom, I would go up to Lee and say, oh, plant growth. I'm super worried about that at this moment.

So I might share that story with Lee. But if I come over here, I want you to remember once I go into School AI, and again, I'm going to make a video about this and put it in my email. I'll also put them on TikTok and Instagram reels This is where I make one of these spaces for those kids And I could do this over here, but that's not the focus. You should be making a lesson plan And school AI could disagree with me on this, but you should be making that in ChatGPT, quite frankly.

It's going to do a better job. If you just need a real quick idea, let's look at these tools. If you really need an IEP real quick and you're getting ready, go ahead. And you also wouldn't want to put student data into ChatGPT.

So this might be a a great shortcut tool for you. Always remember, put no student data, even if you're using this I would just put like student X and then I would go in and change their name. Never put that student data. So they do have these shortcut tools.

But that's not the focus. So, um. Now, I was surprised I wasn't moderated. I'd be interested, Lee, in what you put because I found that it moderates my students quite well.

And lets me know if they ask anything incorrectly. So you could share that with us if you want. Plants growing is like sex. So I think if you kept going with that, it would stop you.

In plants growing I can't make the metaphor now, but I would say like, oh, maybe there's some analogy but uh But I think if you kept going and said, well, tell me more about sex, it would tell you, we're not going to have that conversation. So this is School AI, and that's what Nadine's teachers were making. They were making spaces that could help these students get the help they needed instead of waiting. And I know for me as a kid.

I had dyslexia, so I have whole stories around things But I also didn't want to raise my hand and say I didn't know what a word meant. But if I had an AI chatbot and I could be like, okay, Ellie Wiesel just used the term whatever Crystal knot. I don't know what that is. I can go then and go ask.

So I'm going to stop sharing. We've taken you over our hour that generally is what a webinar is but um If there are any questions, you can ask them otherwise I'll get out a video on how to get started because Nadine's teacher, like I said, I want to be her best friend, but you don't have to go. That that level, she was just doing it for research which is helping us all. Any comments on that, Nadine?

Yeah, I mean, as you said, Kara is, you know, she is taking it to the next level Is everyone operating like Kara? No, but I like to have these different foundations so that as we want to grow it in our district over this next year. I have to have different levels that I can show teachers, like, where do I want you to go eventually like what's something to shoot for down the line, that's what I wanted them to see. And it's worked really well.

And I put into my slide deck that you have access to And if you don't scroll up or whatever. But I put in the power of instant feedback and that's what Nadine's teacher is providing. She's providing instant feedback. And when we think about feedback, we often go to the language arts classroom.

The feedback comes in math or maths for some of you It comes. In science. And so we have to start reevaluating what is instant feedback versus what is cheating. And I think at least in the US, we are no longer going to have the opportunity to say, I'm not bringing AI into my classroom it's going to be mandated.

At some level. And and um I think it's a disservice if we're not kind of exploring that both for ourselves and for our students. Okay, you guys, some of you, it's like 1 a.m. So I hope you've already left. Yeah, if we have any other questions, go ahead and throw those in the chat.

We'll stay for a couple more minutes. And this will all be recorded and we will send it out to your email that you used. I do have a little sizzle reel I was going to share of our new student version. So if you wanted to stick around, I'm going to play that.

I haven't even seen this. I haven't either. Okay. Okay. Yes. Okay. I'm going to play this.

Let me go ahead and share my screen. So CISA really worked well. If I can make… Okay, and let me know. Can we see that?

Yep. Okay, here we go. Yeah. There's no sound, but I can whistle. So dot. And I'll show Janelle.

She probably knows how to do a certificate of attendance so we can get those out too. She probably already knows, but just in case. Is it supposed to have sound, Janelle or no? I'm wondering if the sound's playing for her.

We can see it, but we can't hear it. No biggie. Can you see it? We're getting the point.

You didn't miss any sound. It was mainly just like fun music, fun music playing, so. I think what we need to remember is dot. I think dots coming our way, it sounds like.

Yes. So our new student experience is going to be like, think of less prompting and a lot easier. So when Nadine was talking about box one, two, and three, that will be a thing of the past and prompting will come a lot more natural. And then power ups is something we're really excited about, which is going to be a physics simulator or a video game creator, things like that, that are going to go alongside.

So you're going to have your chat to the to the right and a power up in the middle. So super exciting stuff. And if you are part of our newsletter, you would have seen that we are launching a Chrome extension. So think of having a space Anywhere you are.

So a customized tutor, customized feedback within Google Docs, all sorts of amazing things. Yeah, I'm just kind of catching up on the chat. So do you have a representative that can do school? Yes.

So if you want to, I'm going to send out an email with all of this information. And then also if you want help What was that? And a certificate. And a certificate of attendance because you've had that a lot.

Super easy to do so. Yes. Yes. Yes. So we will send out the links to all of these slides.

We will send out the recording. And then I'm also going to share some information of how you can get grants in your area. So if you're interested in learning more about grants. Nadine was so kind to be able to share how it's working in Indiana.

And then we can also tweak that and help you in other states. So really excited things to come during summer. We're letting everyone use the regular platform until the end of the school year. We don't want to change it up on you during the school year, but coming summer, it's going to be a really new, exciting experience.

So thank you all so much for being here. Thank you, Nadine and Holly. It's always a pleasure. And thank you all for joining.