# Peninsula School District AI Implementation
> A comprehensive resource for AI implementation in K-12 education, featuring policies, tools, use cases, and best practices from Peninsula School District.
## Key Resources
### Policies & Guidelines
- [Data Security With AI](https://psd401.ai/policies/data-security-ai-guidance)
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## Data Security With AI - PSD Guidance
As we explore the exciting possibilities of Artificial Intelligence in education, it's crucial to understand how to use these powerful tools responsibly and securely, especially when working with student data. This graphic outlines four levels of AI tools available, each designed with different levels of data security in mind. By understanding the distinctions between "Sandbox AI," "Lifeguard AI," "Vault AI," and "Pocket AI," you can make informed choices about which tool is appropriate for different tasks and types of information. This guide empowers you to leverage the benefits of AI while ensuring the privacy and security of our students and school community. Remember to always prioritize data security and choose the AI tool that aligns with the sensitivity of the information you are working with.
- [Peninsula School District AI Principles and Beliefs](https://psd401.ai/policies/principles-and-beliefs)
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The promise of Artificial Intelligence (AI) in the Peninsula School District is substantial. AI enhances and streamlines the efforts of human instructors rather than substituting them. AI is seen as a supportive guide, akin to a GPS, providing direction while leaving ultimate control to educators and students. This perspective aligns with broader societal conversations about responsible, human-centered AI use that advocates for augmented intelligence that enhances human capabilities rather than replacing them.
Our commitment to Universal Design for Learning (UDL) shapes our belief that AI should align with UDL's three core principles: diversified ways of representation, action/expression, and engagement. AI can facilitate presenting information in diverse formats tailored to individual learners' needs. It offers students various means of showcasing their knowledge and participating in learning activities. Additionally, AI can provide new and varied ways to keep learners engaged, ensuring a dynamic learning environment receptive to their interests and motivations.
We advocate for AI to expand and facilitate meaningful, learner-centric personalization, celebrating individual differences and nurturing student independence. By utilizing AI, we aim to grant learners of all backgrounds equal access to educational opportunities and reduce barriers to learning, which is consistent with the goals of UDL. Ensuring equitable access to AI tools and designing inclusive AI systems that cater to diverse learning needs reinforces our commitment to fostering an inclusive and equitable educational environment. We must also address the ethical considerations associated with AI, such as bias awareness and data privacy, ensuring that our AI tools are equitable and inclusive.
We view **AI as a tool that can intensify the human element in education**. By performing routine tasks, AI frees teachers to invest more time in direct, interpersonal student interactions. AI's potential for improving assessments, providing immediate, personalized student feedback, and delivering valuable, actionable data to teachers to enhance instructional effectiveness is encouraging. However, it is crucial to maintain a balance between AI and human educators, ensuring that AI supports, rather than replaces, the nuanced understanding and empathy that human teachers bring to the classroom.
Our commitment to inclusivity extends to AI. AI-powered resources should be thoughtfully designed to support all students, including those with disabilities and multilingual learners. We are committed to nurturing appropriate trust in AI systems by supporting teachers, students, and their families/caregivers. Specific strategies include developing AI tools that cater to diverse learning needs, incorporating cultural relevance, and ensuring equitable access to AI resources. We encourage educators to use professional judgment, even if it means questioning or overriding an AI tool's decisions, maintaining the critical human element in educational decision-making.
While we acknowledge AI's benefits in education, we recognize our collective role as educators in avoiding potential pitfalls and challenges associated with AI, such as algorithmic bias. We are committed to ensuring equity and fairness in our use of AI and scrutinizing AI tools to guarantee they reflect these values. We will implement strategies to identify and mitigate biases, ensuring our AI models use equitable and inclusive algorithms. This includes ongoing evaluation of AI tools and maintaining humans at the center of all AI usage to ensure fairness and inclusivity.
We are mindful of the limitations of certain AI applications, notably AI detection tools. Given current technology, these tools exhibit varying levels of accuracy and reliability and should not be relied upon for making critical decisions or evaluations about student performance or behavior. AI applications are a valuable tool for assisting teachers in providing student feedback in determining areas of strength or growth. However, it is crucial to ensure these tools do not replace the nuanced understanding and empathy of human educators, who possess a broader contextual understanding. At the same time, AI can assist us, but it cannot wholly understand the complexity of individual learners and the human element that shapes the learning experience. We also emphasize the necessity of transparency and ongoing evaluation of AI tools to ensure their reliability and effectiveness.
Data privacy and security are fundamental aspects of ethical AI use. All staff in the Peninsula School District must be diligent custodians of student data, safeguarding the privacy and security of our learners. This includes implementing robust data governance policies, ensuring compliance with data protection regulations, and adopting best practices for data security. Regular training and awareness programs for staff on data privacy and security measures are essential to maintaining the highest data protection standards.
Transparency in AI systems is essential to us. We must ensure that the AI models we use are understandable, open to scrutiny, and can be overridden when necessary. Mechanisms for ensuring transparency include clear documentation of decision-making processes, regular audits, and open communication about AI usage and its implications. We champion the 'humans in the loop' concept, underscoring human oversight's critical, irreplaceable role in instruction and decision-making. This approach ensures that AI supports, rather than dictates, educational outcomes.
As AI advances and computer interactions become more human-like, we are dedicated to equipping students and teachers with the knowledge to navigate this evolving landscape safely and effectively. Specific initiatives include integrating AI literacy into the curriculum, offering professional development for educators, and fostering partnerships with universities and tech companies to stay abreast of the latest AI advancements. The focus remains on amplifying human capabilities rather than replacing them, ensuring that our educational community is well-prepared for the future of AI.
In conclusion, AI is a potent tool that can dramatically improve education by offering personalized, inclusive, and compelling learning experiences when used responsibly and ethically. Our commitment to continuous improvement, ethical considerations, and equitable access ensures that AI integration aligns with our core educational values. However, the essential value of human wisdom, judgment, and connection remains at the heart of our educational philosophy. By embracing these principles, we can harness the full potential of AI to enhance learning outcomes and support the diverse needs of our students.
### Versions
Initial Release: July 15, 2023
Updated: August 9, 2024
**Resources**
- “Why All Our Classes Suddenly Became AI Classes.” Harvard Business School, 2022 – [Article Link](https://hbsp.harvard.edu/inspiring-minds/why-all-our-classes-suddenly-became-ai-classes)
- “Artificial Intelligence and the Future of Teaching and Learning” US Department of Education, 2023 – [Article Link](https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf)
- “Artificial Intelligence (AI) In K-12 - Spring 2023” Consortium of School Networks / Microsoft, 2023 – [Article Link](https://www.cosn.org/wp-content/uploads/2023/03/CoSN-AI-Report-2023-1.pdf)
- “Cosn/CGCS K-12 Gen AI Maturity Tool - Final” Consortium of School Networks, 2024 – [Article Link](http://www.cosn.org/wp-content/uploads/2024/04/Cosn_CGCS-K-12-Gen-AI-Maturity-Tool-Conference.pdf)
- “Human-Centered AI Guidance for K–12 Public Schools”, WA Office of Superintendent of Public Instruction, 2024 – [Article Link](https://ospi.k12.wa.us/sites/default/files/2024-06/comprehensive-ai-guidance.pdf)
- Mollick, Ethan. Co-Intelligence: Living and Working with Ai. Portfolio/Penguin, 2024
- Shelton, Ken, and Dee Lanier. The Promises and Perils of AI in Education: Ethics and Equity Have Entered the Chat. Lanier Learning, 7 June 2024.
**Citations**
- “AI in K12 Education” ChatGPT, 24 May version, OpenAI, 26 May 2023 – [Article Link](https://chat.openai.com/share/0b8e8746-ece9-48e6-a7f7-dcb861f9655e)
- “Copy Edit Request” ChatGPT, 24 May version, OpenAI, 26 May 2023 – [Article Link](https://chat.openai.com/share/0d6ac814-69ef-4824-87e2-ae6a189b6351)
- “AI Guidelines for K12” ChatGPT, 24 May version, OpenAI, 26 May 2023 – [Article Link](https://chat.openai.com/share/d241d81e-8160-44c7-9a38-00620feb6e98)
- “AI Reliability Concerns” ChatGPT, 24 May version, OpenAI, 26 May 2023 – [Article Link](https://chat.openai.com/share/8b45e22b-ceab-49de-99a7-65a0cbece7cb)
- “AI Principles Update Analysis” ChatGPT, OpenAI, 2 Aug 2024 – [Article Link](https://chatgpt.com/share/e/57fcb8aa-f739-47bf-83c0-e90281ba36ce)
- [Student Rights and Responsibilities Handbook Language](https://psd401.ai/policies/rights-and-responsibilities)
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## Artificial Intelligence (AI) Use in the Classroom: Guidelines and Responsibilities
In alignment with the Peninsula School District's commitment to Universal Design for
Learning (UDL) and ethical AI use, this classroom embraces AI technologies to enhance
educational experiences and support diverse learning needs. AI tools, such as ChatGPT,
Google Gemini, Perplexity, Claude, Canva, MagicSchool, Midjourney, etc., are incorporated
to assist in personalizing learning and offering various ways for students to express their
knowledge and engagement.
### Guidelines for AI Use:
- Educational Enhancement: AI is used as a supplementary tool to augment the teaching provided by educators, assisting in tasks ranging from generating creative content to providing analytical insights. It is crucial to treat AI as an aid, not a replacement for traditional learning methods or teacher guidance.
- Critical Engagement: Students are encouraged to engage with AI outputs critically, questioning and verifying the information generated. It is the student's responsibility to ensure the accuracy of their work, even when using AI-generated content.
- Ethical Use and Integrity: All work submitted should accurately use citations to acknowledge the use of AI tools, specifying how and why AI was utilized. Transparency in the use of AI prevents academic dishonesty and fosters an environment of integrity and honesty.
- Inclusivity and Accessibility: AI tools should be used in ways that are inclusive of all students, including those with disabilities and multilingual learners. Efforts will be made to ensure that AI resources are accessible to everyone and sensitive to diverse needs.
- Data Privacy: In using AI technologies, the privacy and security of student data are paramount. Students and educators must adhere to district guidelines on data handling, ensuring that personal information is protected and AI interactions comply with our data security policies.
### Key Points to Remember:
- Effort Matters: Carefully writing your prompts to AI tools is crucial for getting excellent results. Practice and patience are required to improve your skills.
- Verify Information: Do not blindly trust AI responses. Always verify facts or numbers provided by AI tools.
- Acknowledge AI Use: At the end of any project or assignment where you've used AI, explain how and why you used it and what prompts you used. This transparency is essential for academic honesty.
- Ethical Considerations: Be mindful of the ethical implications of using AI, including bias and data privacy.
By adhering to these guidelines, we ensure that AI enhances our educational experience while upholding the values of integrity, inclusivity, and responsible technology use. Our goal is to prepare students to navigate and shape the evolving landscape of technology and society while balancing the human element and AI assistance.
- [Sample Syllabus Language for Teachers](https://psd401.ai/policies/sample-syllabus-language)
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**Artificial Intelligence (AI) Use in the Classroom: Guidelines and Responsibilities**
In alignment with the Peninsula School District's commitment to Universal Design for Learning (UDL) and ethical AI use, this classroom embraces AI technologies to enhance educational experiences and support diverse learning needs. AI tools, such as ChatGPT, Google Gemini, Claude, Canva, MagicSchool, and Midjourney, are incorporated to assist in personalizing learning and offering various ways for students to express their knowledge and engagement. Students are encouraged to explore and utilize AI tools while maintaining a strong ethical compass, ensuring that their use of these technologies aligns with academic integrity and promotes responsible digital citizenship.
**Expectations for Students:**
- Thoughtful Interaction: Engage with AI tools thoughtfully and deliberately, understanding their capabilities and limitations. Recognize when AI is appropriate for authentic learning and when it is not.
- Responsible Use: Use AI responsibly, ensuring it aligns with the assignment goals and contributes positively to learning outcomes. Credit or cite AI resources when used rather than claiming the output as entirely human-generated. Consider the ethical implications of AI use, such as potential biases in AI-generated content.
- Open Dialogue: Maintain an open dialogue about AI use, seeking guidance to enhance learning while addressing concerns about technology application. Transparency and collaboration are key to effective AI integration.
- Accountability: Remember that you are ultimately responsible for any work submitted using AI tools. This includes the accuracy of information, implied meanings, and proper attribution of sources used in the process. Always verify AI's outputs and ensure they meet academic standards.
We aim to foster a dynamic, inclusive, and forward-thinking educational environment by integrating AI tools into our curriculum. Our goal is to prepare students to navigate and shape the evolving landscape of technology and society while balancing the human element and AI assistance.
**Key Points to Remember:**
- Effort Matters: AI usage is a skill. Practice and patience are required to improve your results.
- Verify Information: Do not blindly trust AI responses. Always verify facts or numbers provided by AI tools.
- Acknowledge AI Use: At the end of any project or assignment where you've used AI, explain how and why you used it and what prompts you used. This transparency is essential for academic honesty.
- Ethical Considerations: Be mindful of the ethical implications of using AI, including bias and data privacy.
Using AI tools in class can be a fun and exciting way to learn. By embracing these guidelines, we can ensure that AI enhances our educational experience while upholding the values of integrity, inclusivity, and responsible technology use.
### AI Tools & Resources
- [AI Studio](https://psd401.ai/tools/ai-studio)
> Open-source platform providing secure access to frontier AI models like GPT-5, Claude Opus, and Google Gemini for K-12 education.
## Summary
AI Studio is an open-source platform developed by Peninsula School District that provides secure, cost-effective access to frontier generative AI models for K-12 educators and students. Unlike individual subscriptions, AI Studio uses a district-hosted API architecture that reduces costs by 90% while maintaining data privacy and security. The platform enables users to switch between multiple cutting-edge models and create custom AI assistants without coding.
## Features
**Frontier AI Model Access**
- Switch between OpenAI GPT-5, Anthropic Claude Opus, Google Gemini, and more
- Real-time model comparison for different tasks
- Access to the same models used in universities and businesses
**Custom AI Assistants**
- No-code assistant creation using prompt chains
- Parallel prompt execution for complex tasks
- Custom chat models for instructional and operational needs
**District-Level Security**
- Data processed within district's secure servers
- No student or staff identifying information leaves PSD environment
- Secure API calls managed internally
**Cost-Effective Architecture**
- 90% cost reduction compared to individual licenses
- Centralized API management
- No per-user subscription fees
**Open Source**
- MIT licensed and available on GitHub
- Self-hosting capabilities
- Active development and community contributions
## Use Cases
**For Educators**
- Generate lesson plans across multiple AI models
- Create custom instructional assistants for different subjects
- Compare AI responses for research and curriculum development
- Automate administrative tasks with tailored AI tools
**For Students**
- Access frontier AI models for homework and research
- Practice critical thinking by comparing different AI responses
- Learn about AI capabilities in a safe, supervised environment
- Develop AI literacy skills essential for future careers
**For Schools & Districts**
- Deploy secure AI platform without third-party data sharing
- Reduce costs while providing cutting-edge tools
- Scale across entire district with centralized management
- Self-host or use hosted solutions
## How It Works
1. **For PSD Users**: Access via district portal with Google account
2. **For Other Districts**:
- Download from GitHub: https://github.com/psd401/aistudio
- Self-host in your environment
- Or contact aistudio@psd401.net for hosted solutions
3. Select AI model based on task requirements
4. Create custom assistants using no-code prompt chains
5. Interact with frontier AI models securely
## Benefits
- **Cost Savings**: 90% reduction vs individual subscriptions
- **Data Privacy**: All processing within district infrastructure
- **Educational Focus**: Built specifically for K-12 environments
- **Model Flexibility**: Switch between best-in-class AI models
- **No Vendor Lock-in**: Open source with MIT license
- **Future-Proof**: Regular updates with latest AI capabilities
- **Customizable**: Create district-specific AI tools and assistants
## Technical Architecture
- Built with AI collaboration from initial development
- Secure API integration with multiple AI providers
- District-hosted server environment
- No-code interface for assistant creation
- Multi-model support architecture
## Getting Started
**PSD Staff & Students**: Use the district portal link and sign in with your Google account.
**Other Districts**:
- View the open-source code: https://github.com/psd401/aistudio
- Review the MIT license and self-hosting documentation
- Contact aistudio@psd401.net for implementation support or hosted solutions
Citations:
[1] https://github.com/psd401/aistudio
[2] https://psd401.ai/blog/introducing-ai-studio
- [Amplify GenAI](https://psd401.ai/tools/amplify-genai)
> Enterprise platform that enables users to build custom AI assistants using their own documents and data with various LLM providers
## Summary
Amplify GenAI is an open-source enterprise platform that enables organizations to build custom AI assistants using their own documents and data with various LLM providers[1]. The platform runs in your own AWS environment, offering advanced AI features and enterprise security at a cost-effective price point while supporting multiple AI models from providers like Anthropic, OpenAI, Mistral, and others[1][2].
## Features
**Model Flexibility**
- Support for multiple LLM providers through AWS Bedrock and Azure
- Integration with Anthropic, OpenAI, Mistral, Meta, and Google models
- Custom model deployment capabilities
**Enterprise Integration**
- Self-hosted in your AWS environment
- Advanced security and privacy controls
- Organization-wide assistant sharing
**Cost Management**
- Usage-based pricing model
- Transparent AWS and token costs
- Proven cost efficiency (~$3/user/month at Vanderbilt)
## Use Cases
**Document Management**
- Create custom assistants for specific document sets
- Automate document-based Q&A
- Enable organization-wide knowledge sharing
**Administrative Support**
- Build specialized assistants for expenses
- Create HR support systems
- Develop travel management tools
**Enterprise Deployment**
- Scale across large organizations
- Customize for departmental needs
- Maintain data privacy and security
## How It Works
1. Deploy the platform in your AWS account
2. Configure desired LLM providers and models
3. Upload organizational documents and data
4. Create custom assistants for specific needs
5. Share assistants across your organization
6. Monitor and manage usage and costs
## Benefits
- Significant cost savings compared to commercial alternatives[1]
- Complete control over data privacy and security[1]
- Flexibility to use multiple AI model providers[2]
- MIT-licensed open-source platform[1]
- Enterprise-grade features and capabilities[2]
Citations:
[1] https://www.amplifygenai.org
[2] https://www.amplifygenai.org
- [ChatGPT](https://psd401.ai/tools/chatgpt)
> AI-powered conversational assistant for a wide range of tasks, including education, research, and productivity.
## Summary
ChatGPT is a leading AI-powered conversational assistant developed by OpenAI. It supports a wide range of educational, research, and productivity tasks, providing instant responses, explanations, and creative support for students and educators. ChatGPT is available via web, mobile apps, and API, and is used globally by millions of users.
## Features
**Conversational AI**
- Natural language dialogue for Q&A, brainstorming, and tutoring
- Supports text, code, images, and voice (with latest models)
- Context-aware, multi-turn conversations
**Education & Research**
- Lesson planning, curriculum support, and resource generation
- Summarization, translation, and explanation of complex topics
- Research assistance and citation suggestions
**Productivity & Writing**
- Drafting emails, essays, reports, and creative writing
- Coding help, debugging, and code generation
- Brainstorming and ideation tools
**Accessibility**
- Multilingual support
- Voice input/output (in supported apps)
- Mobile and desktop access
## Use Cases
**For Educators**
- Generate lesson plans, quizzes, and rubrics
- Provide differentiated instruction and feedback
- Automate administrative tasks
**For Students**
- Get instant explanations and homework help
- Practice writing, coding, and language skills
- Prepare for tests and research projects
**For Schools & Districts**
- Integrate with learning management systems via API
- Support for accessibility and inclusion
- Scalable for classroom, school, or district-wide use
## How It Works
1. Sign up for a free or paid account at chat.openai.com
2. Start a conversation or use pre-built prompts
3. Interact via text, voice, or image (depending on plan)
4. Review, edit, and export responses as needed
5. Use API for integration with other tools
## Benefits
- Saves time for teachers and students
- Enhances engagement and personalized learning
- Supports a wide range of subjects and grade levels
- Available 24/7 on web and mobile
- Regularly updated with new features and models
Citations:
[1] https://chat.openai.com
- [ClassCompanion](https://psd401.ai/tools/classcompanion)
> AI-powered formative assessment and feedback platform for teachers and students.
## Summary
ClassCompanion is an AI-powered platform designed to streamline formative assessment and feedback for teachers and students. It automates grading, provides instant feedback, and supports personalized learning, making it easier for educators to track progress and address learning gaps.
## Features
**AI Assessment & Feedback**
- Automated grading of open-ended and multiple-choice questions
- Instant, actionable feedback for students
- Supports a wide range of subjects and grade levels
**Teacher Tools**
- Create and assign assessments easily
- Track student progress and identify learning gaps
- Export grades and feedback to LMS
**Student Support**
- Receive personalized feedback and recommendations
- Practice with formative assessments
- Track learning progress over time
## Use Cases
**For Educators**
- Automate grading and feedback
- Identify and address learning gaps
- Support differentiated instruction
**For Students**
- Get instant feedback on assignments
- Practice and improve skills
- Monitor progress and set goals
**For Schools & Districts**
- Standardize assessment and feedback
- Integrate with LMS and other platforms
- Scale formative assessment across classrooms
## How It Works
1. Sign up for a ClassCompanion account
2. Create or select an assessment
3. Assign to students and collect responses
4. Review automated grading and feedback
5. Export results as needed
## Benefits
- Saves time on grading and feedback
- Improves student outcomes with personalized support
- Scalable for classrooms, schools, and districts
- Supports a wide range of subjects and grade levels
Citations:
[1] https://classcompanion.com/
- [Claude](https://psd401.ai/tools/claude)
> AI assistant by Anthropic, designed for safe, helpful, and honest conversations, supporting education, research, and productivity.
## Summary
Claude is an advanced conversational AI assistant developed by Anthropic, focused on safe, honest, and helpful interactions. It is used for a variety of educational, research, and productivity tasks, offering support for students, teachers, and researchers. Claude is accessible via web, API, and integrations.
## Features
**Conversational AI**
- Natural, multi-turn dialogue for Q&A, tutoring, and brainstorming
- Large context window for processing long documents
- Emphasis on safety, privacy, and non-toxic responses
**Education & Research**
- Lesson planning, curriculum support, and resource generation
- Summarization, translation, and explanation of complex topics
- Research assistance and document analysis
**Productivity & Writing**
- Drafting essays, reports, and creative writing
- Brainstorming and ideation tools
- Document review and editing
**Accessibility**
- Multilingual support
- Web and API access
## Use Cases
**For Educators**
- Generate lesson plans, quizzes, and rubrics
- Provide differentiated instruction and feedback
- Analyze and summarize student work
**For Students**
- Get instant explanations and homework help
- Practice writing and language skills
- Prepare for tests and research projects
**For Schools & Districts**
- Integrate with learning management systems via API
- Support for accessibility and inclusion
- Scalable for classroom, school, or district-wide use
## How It Works
1. Sign up for a free or paid account at claude.ai
2. Start a conversation or use pre-built prompts
3. Interact via text (voice/image support in roadmap)
4. Review, edit, and export responses as needed
5. Use API for integration with other tools
## Benefits
- Prioritizes safety and privacy in all interactions
- Enhances engagement and personalized learning
- Supports a wide range of subjects and grade levels
- Available 24/7 on web
- Regularly updated with new features and models
Citations:
[1] https://claude.ai
- [ColleagueAI](https://psd401.ai/tools/colleagueai)
> AI assistant platform for K-12 educators, students, school leaders, and parents, focused on lesson planning, assessment, and personalized learning.
## Summary
ColleagueAI is an AI-powered platform designed to empower K-12 educators, students, school leaders, and parents. It streamlines lesson planning, formative assessment, grading, and professional learning, while providing personalized support for students and robust analytics for administrators. ColleagueAI is built with privacy and compliance in mind (FERPA, COPPA, GDPR, SOC 2).
## Features
**For Educators**
- AI-assisted lesson planning and instructional material generation
- Formative assessment and AI-powered grading
- Professional learning and collaboration tools
- Integration with major LMS platforms
**For Students**
- Personal learning companion for instant tutoring and support
- Personalized learning content and activities
- Enhanced teacher-student interaction
**For School Leaders**
- Dashboards for school management and analytics
- Automated communication with stakeholders
- Streamlined administrative tasks
**For Parents**
- Access to high-quality educational content
- Tools to support and participate in children's learning
**Privacy & Security**
- Compliant with FERPA, COPPA, GDPR, and SOC 2
- User-centric design with robust support systems
## Use Cases
**For Educators**
- Streamline lesson planning and grading
- Generate standards-aligned instructional materials
- Collaborate with colleagues and access professional development
**For Students**
- Receive instant, personalized tutoring
- Practice and master skills with adaptive content
- Engage in collaborative learning environments
**For School Leaders**
- Monitor school performance and student growth
- Automate routine administrative tasks
- Communicate efficiently with staff and families
**For Parents**
- Support children's learning with research-based resources
- Participate in educational activities and track progress
## How It Works
1. Sign up for a free or paid account at colleague.ai
2. Select your role (educator, student, leader, parent)
3. Access AI-powered tools for planning, assessment, and support
4. Integrate with your LMS or use standalone
5. Review analytics and reports to inform instruction and learning
## Benefits
- Saves time and increases efficiency for teachers and leaders
- Enhances student engagement and personalized learning
- Supports evidence-based instructional practices
- Scalable for classrooms, schools, and districts
- Built with privacy and compliance as top priorities
Citations:
[1] https://www.colleague.ai/
- [Gemini](https://psd401.ai/tools/gemini)
> Google's multimodal AI assistant for education, research, and productivity, supporting text, image, and code.
## Summary
Gemini is Google's advanced multimodal AI assistant, designed to support education, research, and productivity. It can process and generate text, images, and code, making it a versatile tool for students, educators, and researchers. Gemini is accessible via web, mobile, and API.
## Features
**Multimodal AI**
- Understands and generates text, images, and code
- Natural language dialogue for Q&A, tutoring, and brainstorming
- Context-aware, multi-turn conversations
**Education & Research**
- Lesson planning, curriculum support, and resource generation
- Summarization, translation, and explanation of complex topics
- Research assistance and citation suggestions
**Productivity & Writing**
- Drafting emails, essays, reports, and creative writing
- Coding help, debugging, and code generation
- Brainstorming and ideation tools
**Accessibility**
- Multilingual support
- Web, mobile, and API access
## Use Cases
**For Educators**
- Generate lesson plans, quizzes, and rubrics
- Provide differentiated instruction and feedback
- Automate administrative tasks
**For Students**
- Get instant explanations and homework help
- Practice writing, coding, and language skills
- Prepare for tests and research projects
**For Schools & Districts**
- Integrate with learning management systems via API
- Support for accessibility and inclusion
- Scalable for classroom, school, or district-wide use
## How It Works
1. Sign up for a free or paid account at gemini.google.com
2. Start a conversation or use pre-built prompts
3. Interact via text, image, or code (depending on plan)
4. Review, edit, and export responses as needed
5. Use API for integration with other tools
## Benefits
- Versatile multimodal capabilities
- Enhances engagement and personalized learning
- Supports a wide range of subjects and grade levels
- Available 24/7 on web and mobile
- Regularly updated with new features and models
Citations:
[1] https://gemini.google.com
- [HeyGen](https://psd401.ai/tools/heygen)
> AI video generation platform for creating personalized, engaging educational and training videos.
## Summary
HeyGen is an AI-powered video generation platform that enables educators and organizations to create personalized, engaging videos for instruction, training, and communication. It supports text-to-video, avatar-based presentations, and multilingual narration, making it ideal for modern classrooms and professional development.
## Features
**AI Video Generation**
- Create videos from text prompts or scripts
- Choose from a wide range of AI avatars and voices
- Multilingual narration and subtitles
- Customizable backgrounds and branding
**Education & Training**
- Lesson and course video creation
- Training and onboarding content
- Personalized student feedback videos
**Productivity & Engagement**
- Rapid video production at scale
- Consistent, high-quality output
- Integration with LMS and other platforms
## Use Cases
**For Educators**
- Create lesson introductions, summaries, and explainer videos
- Provide personalized video feedback to students
- Develop professional development and training modules
**For Students**
- Receive engaging, personalized video content
- Access multilingual resources
- Create video projects and presentations
**For Schools & Districts**
- Standardize training and communication
- Scale content creation across classrooms
- Support accessibility and inclusion
## How It Works
1. Sign up for a HeyGen account
2. Choose a template or start from scratch
3. Enter your script or prompt
4. Select avatars, voices, and styles
5. Generate and download your video
## Benefits
- Saves time and resources on video production
- Increases student engagement and accessibility
- Scalable for classrooms, schools, and districts
- Supports multiple languages and learning needs
Citations:
[1] https://www.heygen.com/
- [Khanmigo](https://psd401.ai/tools/khanmigo)
> AI-powered tutor and teaching assistant from Khan Academy, designed for safe, effective, and engaging learning.
## Summary
Khanmigo is an AI-powered tutor and teaching assistant developed by Khan Academy. It provides personalized, on-topic, and effective learning support for students, and streamlines lesson planning, assessment, and communication for teachers. Khanmigo is designed with safety and learning as top priorities, and is integrated with Khan Academy's world-class content library.
## Features
**AI Tutoring & Coaching**
- Personalized tutoring for math, science, coding, humanities, and more
- Writing coach with real-time feedback and debate tools
- Code reviewer for JS, HTML, Python, and SQL
- Speech-to-text and text-to-speech support
**Teacher Tools**
- Standards-aligned lesson planning and activity generation
- Rubric, quiz, and exit ticket creation
- On-demand student progress summaries
- Multilingual family email and newsletter drafts
**Student Support**
- Guided problem-solving (never just gives answers)
- Encourages critical thinking and deep learning
- Customizable avatars and gamified learning
**Accessibility & Integration**
- Web-based, with chat history and voice features
- Integrates with Khan Academy's content and exercises
- Available for individuals, classrooms, and districts
## Use Cases
**For Educators**
- Streamline lesson planning and assessment
- Generate differentiated activities and rubrics
- Communicate efficiently with families
**For Students**
- Get 24/7 tutoring and writing feedback
- Practice coding with instant review
- Prepare for tests and master new skills
**For Schools & Districts**
- Deploy AI-powered support at scale
- Integrate with existing Khan Academy classrooms
- Support accessibility and inclusion
## How It Works
1. Sign up for a free (teachers) or paid (learners/parents) account at khanmigo.ai
2. Start a chat for tutoring, lesson planning, or writing help
3. Interact via text or voice
4. Review, edit, and export responses as needed
5. Access chat history and integrate with Khan Academy content
## Benefits
- Enhances engagement and personalized learning
- Saves time for teachers and students
- Supports a wide range of subjects and grade levels
- Prioritizes safety, privacy, and ethical AI use
- Available 24/7 on web
Citations:
[1] https://www.khanmigo.ai/
- [Magicschool.ai](https://psd401.ai/tools/magicschool.ai)
> AI platform specifically designed for educational institutions that serves as a comprehensive hub for AI tools
## Summary
MagicSchool is an AI platform specifically designed for educational institutions that serves as a comprehensive hub for AI tools in education. It provides teachers with a centralized dashboard of AI tools while promoting responsible AI usage and helping reduce administrative workload[1].
## Features
**All-in-One Dashboard**
- Centralized collection of curated, education-focused AI tools
- Continuously updated tool selection
- Customizable by subject and grade level[1]
**Time-Saving Assistant**
- AI-powered teaching assistant to reduce administrative burden
- Intuitive interface with guided prompts
- "Show an exemplar" feature for clear understanding[1]
**Student Platform**
- Dedicated MagicStudent platform
- Promotes responsible AI literacy
- Maintains focus on critical thinking development[1]
## Use Cases
**Lesson Planning**
- Generate customized lesson materials
- Create differentiated learning resources
- Adapt content for various learning styles
**Administrative Tasks**
- Streamline documentation processes
- Assist with grading and feedback
- Manage classroom organization
**Student Support**
- Provide personalized learning assistance
- Create scaffolded learning materials
- Support diverse learning needs
## How It Works
1. Access the centralized dashboard
2. Select the appropriate AI tool for your task
3. Use guided prompts to specify your needs
4. Review exemplars for clarity
5. Generate and customize outputs
6. Implement in your classroom or administrative work[1]
## Benefits
- Reduces teacher workload by saving 7-10 hours per week[1]
- Promotes responsible and ethical AI usage in education
- Maintains focus on student-teacher relationships
- Provides consistent, high-quality educational resources
- Supports teachers across all subject areas and grade levels[1]
Citations:
[1] https://www.magicschool.ai
- [NotebookLM](https://psd401.ai/tools/notebooklm)
> AI-powered note-taking and research assistant that becomes an expert in your uploaded documents
## Summary
NotebookLM is an AI-powered note-taking and research assistant that becomes an expert in your uploaded documents and meeting transcripts. It provides personalized responses grounded in your sources while maintaining data privacy and offering citation-based answers[1].
## Features
**Document Intelligence**
- Instant analysis of uploaded materials
- Source-grounded responses
- Automatic citation generation
**Privacy Protection**
- Private data remains secure
- No training on personal information
- Controlled collaboration options
**Research Assistant**
- Personalized document guides
- Meeting transcript analysis
- Source-based expert responses
## Use Cases
**Meeting Management**
- Transform meeting transcripts into actionable notes
- Extract key discussion points
- Create summary documents
**Research Projects**
- Analyze multiple source documents
- Generate cited responses
- Create comprehensive study guides
**Document Analysis**
- Extract key information
- Generate document summaries
- Create reference materials
## How It Works
1. Upload or paste your documents
2. System analyzes your content
3. Ask questions about your materials
4. Receive cited responses from your sources
5. Share with collaborators if desired
## Benefits
- Maintains source accuracy through grounded responses
- Protects sensitive information
- Saves time in document analysis
- Improves research efficiency
- Enables selective collaboration
Citations:
[1] https://notebooklm.google
- [Securly AI Chat](https://psd401.ai/tools/securly-ai-chat)
> Conversational AI platform specifically designed for K-12 schools
**Summary**
Securly AI Chat is a conversational AI platform specifically designed for K-12 schools, integrated with Securly Filter to help educators teach students responsible and ethical AI usage. It provides customizable responses and monitoring capabilities to ensure academic integrity and data privacy.
**Features**
- **Customizable Responses**: Administrators can define topics the AI responds to and tailor its behavior without coding.
- **Visibility and Oversight**: Access chat logs and summaries to monitor student interactions with the AI.
- **Data Privacy and Protection**: Compliant with regulations like GDPR, COPPA, FERPA, and CSPA, ensuring student data is encrypted and not shared with third parties.
- **Policy Management**: Enable or disable AI Chat and manage settings through the Policy Editor in Securly Filter.
- **Redirection of Blocked Sites**: Redirects blocked conversational AI sites to Securly AI Chat, providing a safe alternative for students.
**Use Cases for Peninsula School District Staff**
1. **Teaching Responsible AI Usage**
- Guide students in ethical AI interactions by customizing AI responses.
- Monitor student AI usage to identify and address misuse.
- Develop digital citizenship skills through supervised AI engagements.
- Provide equitable access to AI tools within a controlled environment.
2. **Enhancing Classroom Learning**
- Integrate AI Chat into lessons for interactive learning experiences.
- Use AI to answer student queries, supplementing teacher instruction.
- Encourage student engagement through conversational AI activities.
- Support differentiated instruction by tailoring AI interactions to individual student needs.
3. **Maintaining Academic Integrity**
- Monitor AI Chat logs to detect potential academic dishonesty.
- Set parameters to prevent AI from providing inappropriate assistance on assignments.
- Educate students on the ethical use of AI in academic work.
- Ensure AI usage aligns with school policies and academic standards.
**How It Works**
1. **Enable AI Chat**: Log in to Securly Filter and activate AI Chat through the Policy Editor.
2. **Customize Policies**: Define AI response behaviors and topics to align with educational goals.
3. **Student Interaction**: Students access AI Chat via chat.securly.com using their school credentials.
4. **Monitor Usage**: Review chat histories and summaries to oversee student interactions and adjust policies as needed.
**Benefits for Peninsula School District Staff**
- **Promotes Ethical AI Use**: Guides students in responsible AI interactions, fostering digital citizenship.
- **Enhances Learning Engagement**: Integrates AI into the classroom to support interactive and personalized learning.
- **Ensures Data Privacy**: Adheres to strict data protection regulations, safeguarding student information.
- **Maintains Academic Integrity**: Provides tools to monitor and guide AI usage, preventing misuse in academic settings.
- **Customizable and Scalable**: Offers flexibility to tailor AI interactions to district-specific educational objectives.
### Implementation Use Cases
- [Analyzing Employee Leave](https://psd401.ai/use-cases/analyze-employee-leave)
> Using AI to analyze spreadsheet of data on employee leave to identify trends
## Overview
Used AI to better understand patterns in employee absenteeism so that we could better plan for future bus driver shortages.
## Project Description
I askedtAmplify AI to analysis my excel spreadsheets that I have tracked all absence for the past three years and tell me any trends.
## Other Content Provided
I uploaded three years worth of excel spreadsheets with daily enteries.
## Any Other Info
I was given information regarding time off taken by particular employees, on certain days of the week, and shifts that allow me to better plan for the future.
- [Analyzing Kindergarten Readiness](https://psd401.ai/use-cases/analyze-kindergarten-readiness)
> Using AI to analyze anonymous WaKIDS data to share with local reporter on Kindergarten readiness.
## Overview
We were trying to determine if participation in Transitional Kindergarten (TK) made a difference on students' kindergarten readiness as measured on the WaKIDS state assessment. This was complicated by the fact that admission to a TK program is selected based on low levels of kindergarten readiness, so our comparison populations are different.
## Project Description
Prompt 1:
```md
We will be using this file for a data analysis project. Please review the file structure and provide a short summary.
```
Prompt 2:
```md
Let's start with a table showing the mean, median, and standard deviation in scale score each domain for the Was TK=YES group compared to the Was TK=NO group.
```
Prompt 3:
```md
What percent of the variation in students' scale scores in each domain can be explained by their Was TK status?
```
Prompt 4:
```md
Try making a stacked bar chart for a domain that shows the percentage of students at each level for the two "Was TK" groups. Use the colors of the level on the chart, order the levels from the lowest on the bottom to the highest on the top, and include data labels. Let's begin with the SocialEmotional domain.
```
Prompt 5:
```md
That's great. Please do the same thing for each of the other five domains.
```
## Other Content Provided
An anonymized set of WaKIDS data.
## Any Other Info
The visualizations generated helped explain the situation more effectively with local media. Ultimately, students in TK were assessed as slightly more ready than their peers in the domains targeted by the program, which was noteworthy given the initial set of observations determining their eligibility.
- [Create Interactive Decision Handler](https://psd401.ai/use-cases/assessment-accomodations)
> Building out a decision handler for assessment accomodations using ChatGPT o1 Canvas
## Overview
The state testing manuals are lengthy and the content needed is often spread throughout the documentation. A few accommodations have some complex considerations for teams to think about prior to testing.
## Prompt Used
```md
/Canvas Create an interactive decision helper for using some specific accommodations in state testing. Use the Focus on text-to-speech, speech-to-text, scribe, stacked translations, and human reader. Use content from this link: https://wa.portal.cambiumast.com/content/contentresources/en/24-25%20Guidelines%20on%20Tools_%20Supports_%20and%20Accommodations_Final%20(2).pdf. for the app's contents. When the user selects an accommodation, provide a list of considerations for implementation using content from the linked document. Include a reset button at the bottom of the app.
```
## Other Content Provided
Because o1 can't accept attachments as of 01/28/25, a link to the state's Guidelines on Tools, Supports, and Accommodations was provided in the prompt.
## Any Other Info
The app generated can be interacted with in Canvas's preview mode or copied and deployed in a different environment.
- [AI-Assisted Grant Writing Process](https://psd401.ai/use-cases/assissted-grant-writing)
> Leveraging AI to streamline grant writing by generating targeted narrative responses incorporating district data and program goals
## Overview
This use case demonstrates the application of AI to support grant writing efforts by generating customized narrative responses for various equipment and program funding requests. The process involved integrating district strategic planning, mission/vision statements, and performance data to create compelling grant applications aligned with institutional goals.
## Prompt Used
```prompt
Help me answer this questions to support the writing of a grant to develop a [specific equipment/system request]
[Specific grant questions would be inserted here]
```
## Other Content Provided
- Strategic plan overview
- District Mission & Vision statements
- OSPI Report Card data
- Product-specific information for grant requests
- Specific grant application questions
## Additional Information
The AI tool was used to create targeted responses for various grant applications, with each application customized based on:
- Specific equipment or system being requested
- Alignment with district strategic goals
- Integration of relevant performance data
- Connection to mission/vision statements
- Product-specific benefits and implementations
This systematic approach helped streamline the grant writing process while ensuring consistency with district objectives and data-driven justification for funding requests.
- [MagicSchool to assist students with narrative writing](https://psd401.ai/use-cases/brainstorming-13-colonies)
> Using literacy and writing tools to help develop ideas for a narrative writing project
## Overview
We're using the teacher created classroom in Magic School AI, where students were given literacy and writing tools to help develop ideas for a narrative writing project connected to their 13 colonies learning. Students were tasked with learning about responsibilities or jobs that younger kids could have had at the time in colonial Boston. Once they selected a job, students were asked to use Raina to help come up with descriptive words and details for their setting writing.
## Any Other Info
n/a
- [Brainstorming Community Action Plans](https://psd401.ai/use-cases/brainstorming-community-action)
> Using AI compile thoughts and then generate ideas for community action on student phone addiction
## Overview
PSD and local faith leaders have been partnering for a few years and realized that reversing the impacts of the phone-based childhood needs to be a whole village effort. We pulled community leaders together and are planning a campaign to launch in the fall. So I have used AI to help pull out key elements and data from the book, identify key stakeholders to involve, and find communities around the world who are taking collective action. As we move forward it will help summarize and use survey data, and create promotional materials for our fall launch.
## Prompt Used
One I used was:
```md
identify specific communities who have taken collective action with campaigns to limit teen smartphone use and encourage a play based childhood
```
## Other Content Provided
I provided the model with our strategic plan, the mission and vision of the PSD/Faith Leader partnership, and paired those with the book summaries to help work towards a one-pager defining the initiative
## Any Other Info
AI has been a valuable tool for both saving time and bringing large amounts of data together and making it usable, and will be even more so as we move forward
- [ChatGPT For Game Development Assitance](https://psd401.ai/use-cases/chatgpt-for-game-development)
> Using the ChatGPT Extension in VS Code to assist students with Game Development
## Overview
The ChatGPT extension with VS Code has been invaluable for my Game Programming (Unity) class. With the extension, you can interact directly with scripts (similar to co-pilot). Without this tool, most students would be severely limited with the scope of their project as many students entered the course without a strong coding background. This not only allows students to progress with their game ideas, but it doubles as a incredibly valuable learning experience. Beyond the code itself, students are required to prompt about why certain scripts and methods work, and to add comments.
## Project Description
The prompts used vary widely and are very task speci
## Other Content Provided
The extension accesses the code that the student is working on and provides that as context to the prompt.
## Any Other Info
We have found that for complex tasks, access to o1 model (plus subscription) produced far higher quality code.
- [Community Survey Analysis](https://psd401.ai/use-cases/community-survey-analysis)
> Analyzing Survey Responses for Themes
## Overview
We had a community survey that had 689 responses. In addition to multiple choice questions, there were many short answer questions. We wanted to ensure that we not only read each individual response but were also able to articulate general themes that were being conveyed for each question.
## Prompt Used
```md
The following question was posed in a survey, "Insert Question." Review all responses and develop 8-10 themes that can through in the responses. Also include a brief 1 to 2 sentence summary of the themes.
[Copy/paste survey responses]
```
## Other Content Provided
none
## Any Other Info
n/a
- [Magic School AI: Modifying Text to Support ML Students](https://psd401.ai/use-cases/efficiency-in-ieps)
> Using Magic School AI: informational text generator, text leveler, text summarizer to support ML
## Overview
I support teachers with students who have various reading abilities. In the older grades specifically, students are given articles to support their learning or do research. This creates a need for students to have modified materials- this is where AI comes in. We are able to take the articles that the class is reading and bring them to a reading level that is accessible to the student.
## Project Description
After generating and/or leveling a text for the desired reading level, I ask the chatbot to create a list of (x number) key vocabulary words with definitions. I will also either run the text through the summarizer or ask the chatbot to summarize the main points of the text.
## Other Content Provided
In most cases, I would just attach the article that was given to the students. If I was generating an article I would type in the standard and any details that I specifically wanted in the article.
## Any Other Info
This is a very quick process and easy to use process. Magic School AI also provides some questions and recommended prompts to get you to your desired outcome.
- [AI-Generated Event Engagement Bingo Card](https://psd401.ai/use-cases/event-bingo-card)
> Creating an interactive bingo-style engagement tool to encourage student and family participation across multiple booths at an educational innovation event
## Overview
An interactive bingo card was developed using AI to enhance student and family engagement at the Focus on Education: Innovation Event. The tool was designed to encourage attendees to visit as many educational booths as possible, making the experience more interactive and engaging through gamification.
## Prompt Used
```prompt
1. I need to make a passport or bingo style card for my focus on Education event. I can you help me create a list of things based on the booth titles & descriptions that will help encourage people to go to as many booths as they can. can you produce the solution in a table that is 5x5.
2. can you rework these to be a little less specific and more kid friendly language
```
## Other Content Provided
- Excel document containing staff applications with booth details and descriptions
## Additional Information
The development process included two main phases:
1. Initial creation of the 5x5 bingo card layout based on booth information
2. Refinement of language to be more kid-friendly and accessible
After finalizing the bingo card design, the same AI session was utilized to create accompanying game directions for participants. This additional step ensured clear understanding of how to participate in the engagement activity during the event.
The tool successfully served its purpose of encouraging broader exploration of the educational innovations on display while making the experience more enjoyable for young participants.
- [AI-Assisted Event Communication Management](https://psd401.ai/use-cases/event-comms-mgmt)
> Using AI tools to streamline communication for a district-wide education innovation event by customizing email templates for 37 different booth hosts
## Overview
For the District Focus on Education: Innovation Event featuring 37 different educators/schools, AI tools were utilized to streamline the communication process. The project involved creating and customizing email templates to manage booth hosts' various needs and requirements. Each template needed to be adapted for specific booth requirements while maintaining consistent event information and professional communication standards.
## Prompt Used
```prompt
Help me draft an email to individuals who requested a booth at our Focus on Education Event on the evening of December 4th. The goal of the email to confirm their application and to verify their technical supplies needs. Here is a sample provided by a booth application.
```
## Other Content Provided
- Excel spreadsheet containing booth applications and descriptions
- Contact information for booth hosts
- Excel spreadsheet detailing booth supply requests
## Additional Information
The initial prompt required refinement to handle cases with missing information. The user modified the prompt to include instructions for handling omissions or additions when booth information was incomplete. This adaptive approach ensured comprehensive communication despite varying levels of detail in the booth applications.
The project supported the Strategic Plan Goal of Innovation by facilitating effective communication for an event showcasing innovative educational practices across the district.
- [After Action Review Analysis for Educational Event](https://psd401.ai/use-cases/event-post-analysis)
> Using AI to analyze multi-stakeholder feedback data to identify key successes and growth opportunities for future district events
## Overview
An After Action Review was conducted following the Focus on Education Event to evaluate event management effectiveness and identify future improvements. The analysis incorporated feedback from multiple stakeholder groups including families, staff, principals, and event management notes to develop comprehensive insights for future district event planning.
## Prompt Used
```prompt
Help me analyze this feedback data to find top successes - a 3-7 bullet point list. and the top challenges and growth opportunities for next time - 5-7 bullet points
```
## Other Content Provided
- Feedback survey results from families
- Staff and Principal feedback data
- Event management notes
- Post-event observations
## Additional Information
The analysis utilized multiple data sources to ensure a comprehensive review of the event:
- Family perspective feedback
- Staff/Principal evaluations
- Direct observational data
- Project management notes
This multi-source approach helped create a more complete understanding of both successes and areas for improvement in future event planning and execution. The structured format of requesting specific numbers of bullet points helped focus the analysis on the most significant findings.
- [Providing Grade-Level Reading for Grandkids](https://psd401.ai/use-cases/grandkids-reading)
> Using ChatGPT to develop grade level appropriate reading stories.
## Overview
My grandkids were struggling with meeting grade appropriate reading levels. They complained the books they can read are boring. I taught my daughter to write prompts for level appropriate stories for her kids to read. She has the kids talk about what they would like to happen in the story and she feeds that into the prompt. Each day the kids get a new timed reading lesson based on their current reading levels. At first some of the words were too big, but she trained the prompts to use easier words until the kids were challenged without interrupting the story.
## Prompt Used
```md
My child is struggling with her reading. She is in the second grade but not able to read at a second grade level. Will you write a 15 minute story about a little girl with blue hair and her pet unicorn? They both like to eat candy. The story should use sentence structure and vocabulary for a 1st grader learning to read.
```
## Other Content Provided
None
## Any Other Info
n/a
- [ChatGPT Assistance in Grant Writing](https://psd401.ai/use-cases/grant-writing-cte)
> Using ChatGPT Projects as a knowledge base to assist in grant writing.
## Overview
I needed support developing a grant to align with program goals and data.
## Project Description
I utilized the new file upload (Projects) in ChatGPT to give all my program working document, along with handbooks, and data sheets. Then I asked it the questions from the grant and checked the responses!
## Other Content Provided
So much! I wanted it to be an expert in CTE so I also prompted that. I tried to give it websites as well that were included in the grants.
## Any Other Info
I was awarded the grants! Over $200,000 so far! It took time and prompting but less time than it would have on my own.
- [Creating API Integration Scripts for Network Security](https://psd401.ai/use-cases/have-i-been-pwned)
> Using AI to write integrations with Have I Been Pwned AI to check passwords
## Overview
Automatic notifications of compromised passwords and breach information
## Prompt Used
I started with:
```md
I have an HaveIBeenPwned.com subscription and that includes their api.
I would like to build a script that uses this api on a schedule against our on prem active directory.
Here is the API v3 webpage. let me know if you have any questions.
```
It then took days of revisions and testing to get a working product that was ready for limited testing with real user accounts.
## Other Content Provided
Documentation from external services as well as code snippets of things that worked well
## Any Other Info
n/a
- [HeyGen AI Avatar for Translation](https://psd401.ai/use-cases/heygen-mll)
> Using HeyGen Avatar Platform to provide content to ML students in their native language
## Overview
An ELL student was unable to present information to the class as part of a slide presentation assignment. While she could conduct research and create the slides, she was unable to speak English fluently enough to communicate her ideas during the presentation.
## Project Description
She developed a slide presentation showcasing her research on change agents in the realm of humanitarian aid. Her findings were articulated in Ukrainian, and with the help of HeyGen, seamlessly translated into English. Collaborating with her team, they chose to present their insights through a TED Talk, requiring her to pair a compelling narrative with the visuals and content she had meticulously crafted.
## Other Content Provided
We captured photos of her to create an image avatar. Although it wasn’t a video avatar and felt a bit clunky, it brought a smile to her face. The images were incorporated into the slideshow, and the avatar was programmed to speak in English, allowing her to present her portion of the TED Talk.
## Any Other Info
n/a
- [Craft Professional Emails](https://psd401.ai/use-cases/hw-craft-professional-emails)
> Let Gemini help you find the words to express your thoughts in a professional manner. Create emails that are well-worded and succinct.
## Prompt Used
```md
I am a 7th grade teacher. I have a student in my class who is consistently off task. He fidgets, blurts, disrupts others' learning, and is disrespectful. One-on-one he is respectful and assures me he will try to behave. Though I have redirected him and assigned lunch detention, his behavior continues to decline. Create an email to his parent outlining this issue using professional wording.
```
- [Using Gemini to Differentiate Instruction](https://psd401.ai/use-cases/hw-differentiate-instruction)
> Write Google forms assessments on the same topic for different ability levels using Gemini as a question generator.
## Overview
I want to assess how my students are doing with their comprehension of our recent topic in Social Studies: Feudalism. I want to save time grading, and I want quick data, so I am using Google Forms. Gemini can’t create a form FOR me, so I asked it to help me ask questions and to help me differentiate for my diverse student population. I will take the information from Gemini, change it to suit my specific needs, plug it into a Google form, and put it in Schoology where it will be graded automatically and data will be display for me to inform my next steps in the unit.
## Prompt Used
Prompt 1:
```md
I need questions on Feudalism that are 7th grade level and are targeted for advanced learners. I need 3 matching questions, 3 short response questions, 2 true/false questions and 2 multiple choice questions.
```
Prompt 2:
```md
I need the same type of questions as I asked for above, but I need them targeted for struggling learners.
```
- [Refining TPEP Goals](https://psd401.ai/use-cases/hw-refining-tpep-goals)
> Utilize Gemini's genius to assist you in crafting your evaluation goals
## Prompt Used
```md
I am a 7th grade social studies teacher. Our students have traditionally scored lower in interpreting informational text. Help me write a student growth goal around non-fiction and informational reading and interpretation based on the following: In Washington, the teacher must set specific, measurable goals for individual students or subgroups of students based on their learning needs, identifying areas where they need to make the most progress academically; this is considered a key part of differentiated instruction and personalized learning.
```
- [Student Data - Google Sheets](https://psd401.ai/use-cases/hw-student-data-google-sheets)
> Have Gemini help you create a template for your student data and export it to Google Sheets.
## Prompt Used
Prompt 1:
```md
I am a 7th grade social studies teacher. Our students have traditionally scored lower in interpreting informational text. Help me write a student growth goal around nonfiction and informational reading and interpretation based on the following: In Washington, the teacher must set specific, measurable goals for individual students or subgroups of students based on their learning needs, identifying areas where they need to make the most progress academically; this is considered a key part of differentiated instruction and personalized learning.
```
Prompt 2:
```md
How would I collect data to prove improvement on the goal above
```
Prompt 3:
```md
I need a google sheet to use to analyze data regarding students' progress
```
- [Sub Notes Made Easy](https://psd401.ai/use-cases/hw-sub-notes-made-easy)
> The quickest way to write substitute plans with a little help from Gemini.
## Prompt Used
Search for an article that relates to your topic. Let’s say you have just finished The Outsiders and you find this article. Put the link to the article into your Schoology folder (or print it, but it’s long).
Copy the entire text of the article and go to Gemini. For your prompt, write the following:
```md
I need five seventh grade level comprehension questions for the following text:
[Next, paste the entire text and click enter.]
```
- [Writing Rubrics with Gemini](https://psd401.ai/use-cases/hw-writing-rubrics)
> Generate rubrics for any task with the assistance of Gemini.
## Prompt Used
```md
I am a seventh grade English teacher. I want my students to comprehend informational text through questions that require them to include text evidence in their answers. Generate a simple rubric I could use to help them do that.
```
- [Using Quick, Draw to Teach Datasets](https://psd401.ai/use-cases/image-generators-creativity)
> Connecting AI image generators to student creative writing in K/1
## Overview
Though students weren't using the image generators (teacher led), students in K/1 classes did a "Monster Mad Lib" creative writing activity. Students would complete the mad lib writing in a small group, and the teacher inserts the prompt into their chosen image generator. Students get once chance to verbally adjust the prompt with the teachers based on the first image. After completion, the teacher prints the picture and the mad lib description to send home to families.
- [AI-Enhanced Interview Question Development for Special Education Positions](https://psd401.ai/use-cases/interview-question-development)
> Using AI to generate and refine interview questions for Special Education teaching positions based on required characteristics, skills, and certifications
## Overview
This use case demonstrates the application of AI to streamline the process of updating interview questions for Special Education teaching positions. The tool was used to generate initial questions based on specified requirements, with the understanding that human review and refinement would follow.
## Prompt Used
```prompt
You are updating interview questions for Special Education Teaching positions. Here is a list of characteristics, skills and certifications needed. Generate interview questions.
```
## Other Content Provided
None specified in the original submission.
## Additional Information
The workflow involved a two-step process:
1. Initial AI generation of interview questions based on provided requirements
2. Manual review and revision of the generated questions to ensure appropriateness and alignment with district needs
This approach helped streamline the administrative task while maintaining quality control through human oversight of the final product.
- [Job Description Specialist - CustomGPT](https://psd401.ai/use-cases/job-description-specialist)
> Utilizing a pre-built template for geenrating new job descriptions
## Overview
We were looking for a way to customize and standardize all of the job descriptions that are created for the Peninsula School District so we built a custom GPT that would allow us to make sure that every top description that we generated was consistent standard. This is how that was put together.
## Prompt Used
```md
# StrategicPlanJobDescriber GPT Instructions
## Purpose
Your purpose is to create detailed and specific job descriptions for various roles within a school district, ensuring alignment with the district's strategic plan and educational standards.
## Instructions Overview
- **Tailor descriptions** specifically to the role, highlighting unique responsibilities and expectations.
- **Incorporate strategic keywords** related to inclusivity, innovation, global citizenship, and community engagement relevant to the district's goals.
- **Ensure compliance** with educational standards and employment regulations.
- Follow the **structured template** provided, including all required sections.
## Interactive Information Gathering
- If the provided information is insufficient to generate a detailed job description, **prompt the user with specific questions** to gather necessary details.
- Questions should be clear and concise, focusing on missing information critical to the job's responsibilities, qualifications, or alignment with the district's strategic goals.
- Utilize this interactive feature to ensure descriptions are customized and align with the strategic plan and specific job requirements.
## Detailed Section Instructions
### Job Description Template Sections
- **Job Title, Location, Department, Reports To, Position Type, Salary Range, Application Deadline:**
- Provide clear and accurate information specific to the role.
- **Job Summary:**
- Offer a concise description of the job and its significance within the district, emphasizing how it contributes to strategic goals.
- **Essential Duties and Responsibilities:**
- List specific job duties using bullet points for clarity.
- **Enhance details** by including examples of tasks, projects, or initiatives the role will lead or contribute to, ensuring alignment with strategic priorities.
- **Qualifications:**
- List necessary education, experience, certifications/licenses, and skills.
- Dynamically adjust qualifications based on the role, emphasizing leadership qualities or specific skills aligned with the district's vision.
- **Work Environment and Physical Demands:**
- Describe the typical work environment and any physical requirements, providing examples relevant to the specific job.
- **Performance Expectations:**
- **Provide detailed expectations** for standards and goals, including how these contribute to the district's strategic objectives.
- Include specific metrics or benchmarks where possible to provide clear performance targets.
- **Employment Type and Compensation, Benefits and Opportunities, Application Procedure:**
- Maintain clarity and thoroughness, ensuring all information is accurate and up to date.
- **Equal Opportunity Statement:**
- "The Peninsula School District does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding compliance and/or grievance procedures may be directed to the District’s Title IX and Compliance Officer, Dan Dizon, at (253)530-1041, email Dizond@psd40.net or Section 504 and ADA Coordinator, John Yellowlees, at (253) 530-1081, email yellowleesj@psd401.net. Mailing address: 14015 62nd Ave. NW, Gig Harbor, WA 98332."
- **Disclaimer:**
- Ensure this section covers any additional legal notices or disclaimers relevant to the job posting.
- **About Us:**
- "Peninsula School District is a vibrant and innovative educational community committed to excellence. [Include the provided text, tailored slightly for relevance to the specific role.]"
### Avoid
- Generalized or vague descriptions.
- Deviating from the template structure.
- Non-compliance with standards and regulations.
### Emphasize
- **Strategic alignment:** Ensure all job descriptions align with the district's strategic goals and values.
- **Customization:** Tailor each description to the specific role, incorporating strategic keywords and detailed responsibilities.
- **Clarity and specificity:** Use clear, structured descriptions and include all necessary job requirements.
- **Interactive engagement:** Actively seek additional information when needed to ensure the completeness and accuracy of each job description.
## Additional Recommendations
- **Incorporate real-life examples** to illustrate daily tasks or successful projects related to the role.
- Implement an **iterative feedback loop** with HR professionals to refine descriptions based on actual job performance and feedback.
- **Use data from current employees** about their roles for more accurate and detailed descriptions.
By adhering to these instructions, including proactively seeking additional information and specifying exact text for the Equal Opportunity Statement
```
## Other Content Provided
You will have to provide either an existing job description to rewrite or a title for a new position to create the description for.
## Any Other Info
None at this time.
- [The Labor Manager](https://psd401.ai/use-cases/labor-manager)
> AI Assistant providing access for Q&A to all PSD Labor Contracts
## Overview
When working through a previous problem in the year on writing messaging to all staff around inclement weather, we realize that we needed a way to quickly and easily ensure that we weren't violating any of our nine bargaining agreements with our labor groups, and we found that the easiest way would be to create a custom AI assistant that was pre-loaded with all nine contracts so we can just ask simple questions and get answers about any of the contracts and what language they contain
## Prompt Used
```md
- The Labor Manager Assistant will provide answers to users' questions about collective bargaining agreements.
- Provide information and answers based on the attached collective bargaining agreements, referencing them directly as needed. If you do have a document to answer a question, please state you're unable to provide an answer based on your current information.
- Answer questions strictly related to the content within these documents, making reasonable interpretations when necessary.
- Maintain a tone that is informal yet professional.
- Do not offer personal opinions or conjecture.
- Do not provide general knowledge or information outside the scope of the attached documents.
- Do not answer questions that are outside the context of the collective bargaining agreements.
- If you are unsure of if a question cannot be answered with the information from the documents, politely inform the user and suggest they seek assistance from the relevant department.
```
## Other Content Provided
PDF files with all nine bargaining agreements
## Any Other Info
None at this time.
- [Using AI To Create Equitable Funding Formulas](https://psd401.ai/use-cases/lap-funding-allocation)
> Using AI to vet and develop funding formulas taking into account equity factors
## Overview
We have used the same formula for many years to allocated LAP funds to the elementary schools. As costs rose and budgets remained the same we needed to reevaluate the supports driven out to the schools and use an equitable, fair method to determine which schools were most in need.
## Prompt Used
```md
Create a weighted average model that takes into account building size (enrollment), Free and Reduced Lunch (FRL) rates, and the number of students needing reading intervention. Define the weighting criteria for each factor. Given the budget of $1,100,000 and an average teacher salary of $150,000 for 1.0 FTE, develop a rank ordered list of schools based on need and what the allocation of fte should be.
```
## Other Content Provided
Building enrollment, free and reduced lunch rates and the number or students not at benchmark in grades K-3.
## Any Other Info
I used this prompt and was able to change the weighted average of each area to see how it would impact the schools. For example, I used 20% size, 40% FRL and 40% reading scores and then adjusted the weighting model each time I ran it to see if there were patterns or schools that emerged as most in need over and over.
- [Easing Senior Student Letters of Recommendation](https://psd401.ai/use-cases/letter-of-recommendation)
> Using ChatGPT for Student Senior Letters of Recommendation
## Overview
I was trying to write a last minute letter of recommendation for a senior whose second letter of rec did not get done on the day scholarship notebooks were due.
## Prompt Used
```md
Please write a one page letter of recommendation for a senior student in Comparative Media who is a bright, creative and independent thinker. He works well in collaborative teams, is a leader by example and sets high expectations for himself.
```
## Other Content Provided
He is a theatre student who excels in the technical aspect, and though I have only had him in class this semester, I have watched him from the theatre side-lines for four years of his high school career.
## Any Other Info
I revised the draft to give it my own voice. I would usually NOT use AI for a letter of rec, but in this case, I was thankful that I could get something drafted quickly to help the student meet the deadline, especially since it was not his fault that the other teacher did not follow through.
- [Using Magic School in ELA](https://psd401.ai/use-cases/magicschool-ela)
> Establishing guidelines and norming about the appropriate use of these powerful tools.
## Overview
One significant challenge we faced in our ELA classroom was students using AI tools without a shared understanding of how to approach them responsibly. Many students viewed AI as a shortcut for completing assignments. Establishing guidelines and norming as a class prevents confusion about the appropriate use of these powerful tools.
To address this issue, I initiated a process to establish clear guidelines and boundaries for using AI, specifically through the Magic School platform. We began by engaging in discussions about the role of AI in education, emphasizing that it is an optional part of the workflow rather than a replacement for critical thinking and creativity. By creating a supportive environment, students began to understand that AI can enhance their learning experience when used responsibly.
As part of this initiative, we implemented the "Getting Started with Magic School" lesson, which included a video that outlined the platform's features and benefits. Following the video, students answered a series of questions to reinforce their understanding. Upon completion, they received a certificate, which they proudly shared with me. This activity not only provided them with a solid foundation for using the platform but also aligned with our standards for production and distribution of writing in a multimodal context, as we integrated technology into our learning process.
I also shared with students that I utilize AI as a teacher to enrich my lessons and provide additional resources. This transparency helped demystify the technology and encouraged students to view it as a collaborative tool rather than a crutch. Together, we explored various features of Magic School, enabling students to enhance their writing, research, and overall learning in ELA.
Ultimately, this process not only fostered a sense of responsibility in using AI but also shifted our classroom culture towards viewing technology as a valuable resource that complements their education. By establishing these norms, we have created a more engaged and informed classroom environment.
- [Creating Efficiency for IEP's](https://psd401.ai/use-cases/magicschool-text-modify)
> Using Amplify GenAI and MagicSchool for improving the workflow of Special Education Teachers
## Overview
Efficiency for writing IEP goals, generating instructional tools/suggestions for students based on their evaluation for Special Education, and generating evaluation report (draft) summary based on data.
## Project Description
In Amplify AI:
You are a school psychologist. You are writing a summary report for the student based on the attached data. Take this data and write an evaluation report.
You are an IEP case manager. You have recieved this evaluation report (inserted evaluation summary as a PDF), now write IEP goals based on the evaluation.
MagicSchool AI:
Text Level Generator. You are a HS science teacher focused on physics. You have a student who reads at the 6th grade reading level. Generate a summary based on the following information and core concepts: Newton's Law of Gravity, Slope and Force. Then, once informational text is generated write 5 multiple choice questions to check for knowledge and understanding of these essential concepts.
## Other Content Provided
IEP Online Reports and IEP documents, SLP testing data report
## Any Other Info
n/a
- [Enhancing Writing in ELA 9 and ELA 11 with MagicSchool Tools](https://psd401.ai/use-cases/magicschool-writing-process)
> Working through the student writing process utilizing MagicSchool.ai
## Overview
One of the significant challenges I face in my ELA 9 and ELA 11 classes is the issue of time—specifically, not having enough of it. There never seems to be sufficient time to provide direct writing feedback and to support students in applying that feedback through revision. Additionally, it is crucial to ensure that each student has access to individualized writing tools tailored specifically to their areas of growth.
In light of these challenges, we have integrated MagicSchool's writing tools throughout our unit on The Odyssey and The Great Gatsby. These tools have significantly enhanced the students' writing process by providing timely feedback and nurturing their creativity.
### Feedback Throughout the Writing Process
As students craft their literary responses, MagicSchool's AI tools offer immediate feedback on their drafts. This feedback focuses on various aspects such as grammar, clarity, and style, allowing students to refine their writing in real-time. For instance, when working on their analyses of The Odyssey, students receive suggestions that help them articulate their thoughts more clearly and effectively. This instant feedback has empowered them to revise their work independently and confidently, ultimately leading to higher-quality submissions.
### Supports for Creativity
The MagicSchool platform encourages creativity by providing brainstorming tools that help students generate ideas related to the themes and characters in both texts. For example, while preparing for their responses to The Great Gatsby, students can explore various perspectives on Fitzgerald's themes, enhancing their analytical approach. Furthermore, these tools incorporate multimedia resources, allowing students to enrich their writing with relevant context and insights that deepen their engagement with the texts.
### Preparation for Socratic Seminars
In addition to enhancing their writing, MagicSchool tools support students in preparing for Socratic seminars. The collaborative features enable students to share their drafts with peers for constructive feedback, fostering a sense of community and dialogue. This peer review process not only refines their writing but also prepares them to articulate their ideas during the seminar discussions. By the time they present their thoughts on the themes and characters in The Odyssey or The Great Gatsby, students feel more confident and well-prepared.
### Insight into the Writing Process
One of the most valuable aspects of using MagicSchool is that I can observe students' writing processes from beginning to end. This transparency allows me to spotlight their problem-solving skills, idea development, and critical thinking. As students interact with the platform, a new level of thinking is revealed through their prompts and iterations, demonstrating their metacognitive awareness. They become more reflective about their writing choices and strategies, deepening their understanding of the material and their own writing processes.
### Specific and Timely Feedback
Additionally, I am able to provide more specific and timely feedback for students that aligns with rubrics and standards. This year, I have seen significant growth in the number of students applying feedback suggestions and submitting revisions, demonstrating progress in their writing process. The ability to offer targeted feedback not only motivates students but also fosters a culture of continuous improvement in their writing.
Overall, the integration of MagicSchool writing tools in my ELA classes has transformed the writing process into a more interactive, creative, and collaborative experience, ultimately enriching students' understanding of the literature we study.
## Project Description
MagicSchool.ai Tools Used: writing feedback, sentence starters, text proofreader, email responder, email writer, literary devices, book suggestions, debate partner, raina chatbot, translate it, step by step.
## Other Content Provided
Our Odell Curriculum resources. By utilizing Magic School, I am able to create/design lesson plans aligned with and informed by data generated by students through previous formative assessments.
## Any Other Info
### Elaboration of Ideas in Writing
I have also noticed that students are elaborating on their ideas more effectively in their writing, even when they are not using technology. In timed writing settings, their initial drafts are becoming more well-developed, thoughtful, thorough, and insightful. This growth indicates that the skills they are cultivating through their interactions with the MagicSchool tools are transferring to their independent writing efforts, enhancing the overall quality of their work.
Overall, the integration of MagicSchool writing tools in my ELA classes has transformed the writing process into a more interactive, creative, and collaborative experience, ultimately enriching students' understanding of the literature we study.
- [Matching Local Course Codes to State Supt. Codes](https://psd401.ai/use-cases/matching-course-codes)
> Using AI for data categorization to match course codes from local to state codes
## Overview
The process of matching new courses to OSPI course codes is tedious. Working with an LLM sped up the process and made it more pleasant.
## Prompt Used
```md
This attached file contains approved state course codes. I will be providing you with course titles, and you will search this document and return the State Course Code and Name that best matches the title I provided. If the best match is unclear, you may ask for clarification or suggest two options for me to consider. An example course title would be "Social Media Marketing." You would respond with "12162 - Internet Marketing." For each new title, review the attached file again to make sure you are providing the best match. Please let me know when you have reviewed the file and are ready to begin.
```
## Other Content Provided
The most recent OSPI state course code file for CEDARS
## Any Other Info
Checking the output is as simple as CMD-F!
- [AI-Generated Meeting Ice Breakers for Team Building](https://psd401.ai/use-cases/meeting-ice-breakers)
> Using AI to develop inclusive opening activities for meetings with diverse groups to foster collaboration
## Overview
This use case demonstrates the application of AI to generate inclusive opening activities for meetings involving participants who don't regularly work together. The goal was to create prompts that would help establish a collaborative environment from the start of the meeting and promote inclusive participation among diverse group members.
## Prompt Used
```prompt
You are working on a generating a list of ideas for an inclusive opener to a meeting with a group of people that do not work together often. You want to create a collaborative environment. Share ideas of inclusive opener prompts.
```
## Other Content Provided
None specified in the original submission.
## Additional Information
The tool was used to streamline the preparation process for facilitating group meetings by:
- Generating ice breaker ideas suitable for diverse groups
- Creating prompts that encourage participation from all attendees
- Developing activities that help establish psychological safety
- Supporting the development of collaborative meeting environments
This approach helped standardize and improve the meeting opening process while ensuring inclusivity for all participants.
- [MFA Implementation Communication Strategy](https://psd401.ai/use-cases/mfa-comms-strategy)
> Utilizing AI to develop public-facing communications and FAQ documentation for student MultiFactor Authentication rollout
## Overview
This use case demonstrates the utilization of AI tools to transform technical IT documentation into user-friendly communication materials for the rollout of MultiFactor Authentication (MFA) for student accounts. The project focused on creating accessible, clear communications about security improvements while ensuring all stakeholders understood the implementation process and timeline.
## Prompt Used
```prompt
1. Help me create a FAQ for an MFA roll out to staff and families based on the key steps provided.
2. Good, now create an intro email for this to send to out community and staff
3. Now shift that to be a newsletter and remind everyone of the key dates
```
## Other Content Provided
- Rough draft FAQ document
- Technical tutorials for implementation day
- Implementation timeline and changeover dates
- IT team's support documentation
## Additional Information
The project involved a three-phase communication approach:
1. Development of comprehensive FAQ documentation
2. Creation of introductory email communication
3. Translation into newsletter format with timeline emphasis
The AI tools were used to transform technical IT documentation into clear, accessible language for different audience groups while maintaining accuracy of the technical information.
- [Using MagicSchool to Modify Curriculum](https://psd401.ai/use-cases/modifying-curriculum)
> Supporting teachers by modifying curriculum using MagicSchool
## Overview
Supporting school teams to modify curriculum materials so that students have access to grade level content and standards at their instructional level.
## Prompt Used
```md
You are a teacher focused on (name the content or standards). You have student students who are reading four grade levels below. Generate a CHOICE BOARD for the student to demonstrate their learning.
```
## Other Content Provided
CCCS, Course Syllabus, name of the curriculum
## Any Other Info
This is helpful way to generate modification ideas in order for students to earn a pass/fail per their IEP accomodations.
- [Teacher-led ChatGPT for narrative stories](https://psd401.ai/use-cases/narrative-stories-student-prompts)
> Using teacher-led ChatGPT usage to create narrative stories based on student writing prompts
## Overview
We used teacher-led ChatGPT usage and students using Schoology to create narrative stories based on student writing prompts. 2/3 students were given a writing template in a Schoology discussion within my course. They were to copy and paste into a comment, edit and add information (characters, setting, etc.) and then post within the discussion. I would then copy their prompt into ChatGPT, run it with the directive of something similar to "write a short 3 paragraph narrative story based on the following story elements, at a 2nd and 3rd grade level:" We would read the story together and then I would paste into our Schoology discussion for them to have access to it. We added "created by ChatGPT AI" at the top. 4/5 students were given more flexibility in their prompt writing in our Schoology discussion, though we modeled a variety of ideas together first.
## Any Other Info
Template prompts were giving within Schoology for those who needed them, while others were given required story elements and more flexibility.
- [Newsletter Article Creation](https://psd401.ai/use-cases/newsletter-article-creation)
> Creating focused newsletter blurbs for principals to share with staff
## Overview
Support principals with a toolkit of resources that could be used with their communication to staff. In an effort to keep UDL at the forefront of our instructional work and help folks see the connection to the Danielson Instructional Framework, we wanted to create short actionable newsletter blurbs that could be included in a principal's weekly communication to staff.
## Prompt Used
```md
Assume the role of a building principal who is helping teachers understand the 2022 Danielson Instructional Framework and the connection to UDL principles. Create 5 different newsletter blurbs that could shared with staff. Each blurb should include a short an action step that the teacher can incorporate into instruction that day.
```
## Other Content Provided
Danielson Instructional Framework, 2022
UDL Look-Fors Progressions, Novak Education
Danielson UDL Crosswalk, CAST
## Any Other Info
n/a
- [AI-Enhanced Post-Event Survey Development](https://psd401.ai/use-cases/post-event-survey)
> Creating and refining a feedback survey for staff participants of the Focus on Education Innovation Event, with emphasis on constructive feedback collection
## Overview
This use case demonstrates the development of a comprehensive post-event feedback survey for staff who hosted booths at the Focus on Education Innovation Event. The AI tool was used to create structured Likert-scale questions addressing key event aspects (timing, date, compensation, resources, and support) along with carefully crafted open-ended questions designed to elicit constructive feedback rather than complaints.
## Prompt Used
```prompt
1. I am writing up an event feedback form, can you help me set up the questions. this is for staff who worked booths/principals. I want to create a likert that rates things like time, date, pay, resources, support, & also 2 open ended questions for successes, and growth
2. can you restructure the last a question to support and "If this occurs" occurs again and maybe shift it to gather information that is achievable. I don't want to elicit complaining but instead get constructive feedback.
```
## Other Content Provided
- Context from previous conversations about the event
## Additional Information
The process included several key components:
1. Initial survey question development
2. Refinement of questions to encourage constructive feedback
3. Export of final survey to Google Forms
4. Development of accompanying email communication to distribute the survey
The iterative approach to question development, particularly the revision of open-ended questions, helped ensure the feedback would be actionable and constructive rather than purely critical. This methodology aligned with the goal of gathering meaningful insights for future event improvement.
- [Presentation Partner](https://psd401.ai/use-cases/presentation-partner)
> simple AI assistant to help develop presentations following best practices
## Overview
This is a customer assistant built, using the Amplify GenAI tool and referencing some of the best practices from Garr Reynolds, the author of Presentation Zen and a few other books. It includes specific instructions around how to generate presentations, but also references some knowledge from some of his public blog posts.
## Prompt Used
```md
You are an expert in presentation planning in the style of the presentation zen books. You will more commonly refer to your knowledge of great presentations from the attached document and your suggestions should relate to these tips,
You are a PhD level expert in the topic of the session and knowledgeable about all the latest releases in the world that are related.
You will start by brainstorming an outline for a presentation with the information given to you in regards to audience, topic and description. The outline should also have a short description paragraph for each bullet with the type of information that should be included.
You can add any suggestions of things that might not exist in the description, but will be valuable to the presentation.
The attached document gives elements of high quality presentations and you should always consult this knowledge when you plan out the presentation.
```
## Other Content Provided
A pdf of 4-5 of Garr Reynolds public blog posts around successful presentation design.
## Any Other Info
To use this assistant it is best to provide it a title, description, audience and time limit for the presentation to work best.
- [Flexible Methods for Principal Learning](https://psd401.ai/use-cases/principal-podcast-creation)
> Creating podcast of concepts principals need to understand to lead their staff
## Overview
Provide principals with flexible methods to access a content-rich 7-page document.
## Prompt Used
```md
Create a podcast no longer that 10-minutes detailing the important connections between UDL and the Danielson Instructional Framework. Your audience is building principals and certificated teachers.
```
## Other Content Provided
UDL Look-Fors Progression, Novak Education
## Any Other Info
n/a
- [Using AI for Data Visualization of Educational Proficiency Rates](https://psd401.ai/use-cases/proficiency-rates-visualization)
> Step-by-step data analysis using ChatGPT to create visualization of math proficiency rates comparing district and state trends
## Overview
This use case demonstrates an iterative approach to data visualization using AI, specifically focusing on analyzing math proficiency rate trends between district and state levels. The workflow shows how breaking down complex data analysis tasks into smaller, sequential prompts can be more effective than using a single comprehensive prompt.
## Prompt Used
```prompt
1. "Let's use the data in the spreadsheet to make a series of charts. Let me know when you have reviewed the file and are ready to begin."
2. "You will notice some blank cells for assessments in the year 2020. These are important, and we will have a solution for them later."
3. "We'll start with math proficiency rates. In each case, we will make a line graph allowing us to compare the district with the state. Use a blue line for District and a green line for the state. Place the year on the x-axis and the graduation rate on the y-axis. Include a title and key."
4. "Very good. Let's make an adjustment for the missing 2020 data. Can you add a dashed line connecting the 2019 and 2021 data?"
```
## Other Content Provided
- Proficiency rate data from Washington's Data Portal
## Additional Information
The user noted that this iterative approach to data analysis through smaller, focused prompts proved more effective than using single detailed prompts. This method particularly showed advantages when:
- Making adjustments to visualizations
- Repeating similar processes for different data sets
- Handling missing data (such as the 2020 gap due to pandemic interruption)
- Managing changes in test blueprints
The approach helped facilitate meaningful discussions about resource needs despite gaps in state report card data.
- [Prompt Engineering Examples](https://psd401.ai/use-cases/prompt-engineering-examples)
> Prompt to help generate examples for different prompt engineering concepts based on the audience
## Overview
Simple prompt used to generate examples, explanations and activities to teach people prompt engineering concepts.
## Prompt Used
```md
I need your help to explain prompt engineering examples, the audience will be speech & language pathologists in our suburban K-12 school district. I will give you a topic, then I need you to give me a short explanation that will make sense to people who may have no background in the topic (metaphors or analogies are always helpful), and then I need you to give me some examples that might resonate with the audience so that I can show them what it actually looks like in practice for their role. The examples should be in the format of a scenario and a prompt used to show the pattern. After you give the examples, also provide an activity that these educators could do individually using generative ai tools to help learn or reinforce the topic. Make sure it is one that will resonate with the audience. When you are ready for the first topic, let me know.
```
## Other Content Provided
Change the audience to match your audience, also you will need to give it different prompt-engineering concepts to share.
## Any Other Info
None at this time
- [Automated Intercom System Data Collection and Organization](https://psd401.ai/use-cases/python-data-collection)
> Development of a Python script to automate the extraction and organization of Informacast notification system dialing codes into school-specific Google Sheets
## Overview
This use case demonstrates the development of an automated solution for managing Informacast notification system dialing codes. Previously, tracking these codes required manual inspection of each clock/speaker and manual data entry into building-specific sheets. By leveraging Gemini's extended context window capabilities, a Python script was developed to automatically pull information from the Informacast database, organize it by school, and export it to a Google Sheets file with separate tabs for each school. The solution includes nightly automation to ensure building staff have current access to clock/speaker information and dialing codes.
## Prompt Used
```prompt
Please write a complete Python script that retrieves data from an API—using an HTTP GET request—and then parses the returned JSON (whose definition is provided below) to extract all entries corresponding to IP speakers in the environment. The script should identify these IP speakers based on specific attributes in the JSON and extract relevant details such as their name or identifier, IP address, and any other useful attributes like model or status. Once extracted, the script must output these details into a CSV file with appropriate headers. The solution should employ standard Python libraries (such as requests, json, and csv) and include robust error handling to manage potential issues like API connection failures, JSON parsing errors, or the absence of any IP speakers in the data. Additionally, if possible, allow the API endpoint URL and CSV output file name to be passed as command-line arguments to increase flexibility.
```
## Other Content Provided
- Official API documentation in JSON format
## Additional Information
Key features of the automated solution:
- Pulls data directly from Informacast database via API
- Organizes information by school location
- Creates separate tabs per school in Google Sheets
- Runs on an automated nightly schedule
- Improves visibility and accessibility of system information for building staff
- Eliminates manual data collection and entry processes
- Includes error handling and flexible configuration options
The automation significantly improved the efficiency and accuracy of managing the intercom system's configuration data across multiple school buildings.
- [Using Quick, Draw to Teach Datasets](https://psd401.ai/use-cases/quickdraw-datasets)
> Using Quick, Draw to Teach Datasets and foundational AI Literacy
## Overview
Used across K-5 students, Quick, Draw! is an interactive tool for students to learn about AI datasets. Students interact with the AI through a drawing game, where the AI predicts and guesses their drawings based on hundreds of thousands of user created drawings within it's dataset. Students can look back at the data to see what and why the AI guessed what it did. It's a great way to show datasets in action, and can also be connected to data and information behind chatbots in general.
## Any Other Info
[quickdraw.withgoogle.com](https://quickdraw.withgoogle.com/)
- [Social Media Campaign Development for Digital Citizenship](https://psd401.ai/use-cases/social-media-digcit)
> Creating a comprehensive social media campaign using AI tools to promote digital citizenship and cyberbullying prevention for families
## Overview
A multi-platform social media campaign was developed to support Digital Citizenship and Cyberbullying Prevention during October (Bullying Awareness & Online Safety Month). The campaign focused on educating families about six key concepts for online safety and friendly digital interactions. The initiative aimed to provide resources and preventative tools for families and students facing online challenges.
## Prompt Used
```prompt
ChatGPT Prompt:
I am a public school educator, working as a communication specialist help me develop a social media campaign addressing the 6 key points in the Common Sense media article (see below) for families. I would like a 6 day campaign for Instagram, Facebook and LinkedIn. https://www.commonsense.org/education/family-tips/k-12-cyberbullying-digital-drama-and-hate-speech (copied article)
Image Generation Prompts (Canva/Adobe Firefly):
[Examples provided]
- Parents talking with student defining terms on social media
- Parent roleplay with students in backyard learning about how to interact
- Kids at park playing a game
- Family connecting over making dinner talking about their day
```
## Other Content Provided
- Common Sense Media articles on Digital Citizenship
- Family-facing article from Common Sense Media specifically addressing cyberbullying and digital drama
## Additional Information
The creator noted that the image generation process presented the biggest challenge. A key learning was that focusing on desired actions and scenarios rather than keywords proved more effective in generating appropriate visuals. The campaign was structured as a 6-day series across multiple platforms (Instagram, Facebook, and LinkedIn) to maximize reach and engagement with families.
- [Student Declaration of AI Ethical and Responsible Usage](https://psd401.ai/use-cases/student-declaration)
> Sample student declaration for how they used AI on an assignment
## Overview
I adapted this document and I have used it in my classroom, and my students actually have enjoyed having it. It has been a mind shift for them to get that they are ALLOWED to use AI. The idea is that they submit this with their summative assessments.
## Project Description
[AI Assisted Work Rubric](https://docs.google.com/document/d/1xiQ_0rahoOXqbTZFdPIPmr3gu_PG4JT0yHYvuEwjO3g/edit?usp=sharing)
## Other Content Provided
Students submit this document alongside their summative work.
## Any Other Info
n/a
- [Using Teachable Machines to Understand Machine Learning](https://psd401.ai/use-cases/teachable-machines)
> Using Teachable Machine to interact and develop understanding of machine learning
## Overview
Students in grades 2-5 interacted with Teachable Machine to interact and develop understanding of machine learning. Machine learning is introduced and discussed, and then students used the website to create datasets using their cameras. 2/3 students created an AI machine that could tell the difference between a stuffy and themselves. 4/5 students attempted to train the AI to know the difference between equivalent and non-equivalent fractions using drawings. Students create the data, and then run the AI machine to check their work. Adjustments are often required of the data (photos), which is a great connection to how and why AI predicts.
## Any Other Info
[teachablemachine.withgoogle.com](https://teachablemachine.withgoogle.com/)
- [MagicSchool.ai for UDL Choice Board Generation](https://psd401.ai/use-cases/udl-choice-boards)
> Using the UDL Choice Board tool in MagicSchool to assist in lesson creation
## Overview
I was trying to come up with a choice board for the Pygmalion unit in Comparative Media.
## Project Description
I asked it to create a UDL choice board and rubric based on the learning outcomes for this unit and common core standards.
## Other Content Provided
I attached the unit overview, the essential questions and the Learning outcomes for the unit. I also asked it to align with the common core standards.
## Any Other Info
n/a
- [Building UDL & Danielson Progression](https://psd401.ai/use-cases/udl-danielson-progression)
> Taking our UDL Priorities and Merging with Danielson for Teachers
## Overview
We needed an updated document that included our district's Big 6 UDL Look-Fors and a progression based on the Danielson framework. We had a previous document for our first 3 UDL Look-Fors, but it needed to be updated in order to include our additional 3 in the 2024-2025 school year.
## Prompt Used
```md
Create a UDL Look-Fors Quantitative Progression for the following Focus Areas;
1. Learning Objectives
2. Collaboration & Community
3. Flexible Methods
4. Formative Assessments
5. Self-Reflection
6. Feedback.
The progression should include descriptors for each focus area that detail what unsatisfactory, basic, proficient, and distinguished would look like in a classroom.
Using the Danielson document attached, please identify which Danielson components align with each of the 6 UDL look-fors.
```
## Other Content Provided
UDL Look-Fors Progression, Novak Education
Danielson Framework for Teaching, 2022
## Any Other Info
n/a
- [Using AI To Understand Large Technical Manuals](https://psd401.ai/use-cases/understanding-network-manuals)
> Uploading large, complex configuration manuals for better understanding
## Overview
I regularly use AI to comb through large technical manuals for specific configuration parameters. Some of my manuals are several hundred pages and specific information is sometimes spread across multiple manuals. ChatGPT can read the manuals and direct me to the correct sections in seconds, where combing the manuals manually would take many minutes or even hours.
## Other Content Provided
I upload that manuals and tell the prompt to answer by reading the manuals and providing answers from the manuals first and then search the internet if a conclusive answer is not found in the manuals.
### Blog Posts
- [Build Products Our Agents Can Use](https://psd401.ai/blog/build-products-our-agents-can-use)
> The closed system is now a liability. A call to EdTech vendors, districts, and standards bodies to make products safe for district-owned agents to use, before districts build the replacements themselves.
**The closed system is now a liability. If EdTech vendors cannot rethink their infrastructure, districts will build the replacements ourselves.**
A few weeks ago, [K-12 Dive ran a piece](https://www.k12dive.com/news/vibe-coding-helped-a-washington-district-save-250k-in-ed-tech-costs/816993/) on Peninsula School District's use of AI-assisted development to build our own internal tools and sunset roughly $250,000 worth of software subscriptions. The response from the field has been bigger than I expected. Calls from other districts, questions from vendors, a lot of curiosity about whether this is a one-off or the start of something.
It is the start of something. So this is the follow-up the article deserves.
The $250,000 figure is not the headline. The headline is the shift in posture that produced it. We stopped accepting that the only way to get work done across our systems was to buy another product with a polished UI. We started asking a different question: _can our own people, working with our own AI tools, do this safely and well?_ For a growing number of workflows, the answer is yes. And once a district answers yes once, the procurement calculus changes for everything else on the contract list.
That is the part of the story EdTech vendors should be paying attention to. Not the dollars saved. The precedent set.
## The Story EdTech Is Telling Itself
There is a story EdTech is telling itself right now, and it is going to age badly.
The story goes: AI is the future, our product needs AI, therefore we should ship a chatbot. Maybe an "assistant" sidebar. Maybe an "ask anything" search box. Sprinkle in just enough AI to satisfy investors, funders, and the board slide deck, and call it the AI strategy.
That is not a strategy. That is theater.
I am not going to claim to know exactly where this lands. But from where I sit, what I am seeing in our own work, in conversations with peers, and in the trajectory of the technology itself, the direction is becoming hard to miss: K-12 is moving toward **district-owned agents that coordinate work across the entire ecosystem.** Those agents are increasingly built or bought by the district, governed by the district, and bound by district identity, district permissions, and district data agreements. And they will need to talk to your product on behalf of our staff.
If your product cannot participate in that ecosystem, your AI features are a distraction. Worse, they are a tax. Districts are paying for AI capabilities our own agents will eclipse within a year, while the part of your product that actually matters (the data, the workflows, the records of what happens in our schools) stays locked behind a human-only interface.
So here is the line I want every EdTech vendor reading this to internalize:
> **Stop building another chatbot inside your application. Start building an application that is safe for our agents to use.**
That is the entire shift. Everything that follows is about why it matters, what "agent-ready" actually means, and what districts, standards groups, nonprofits, and vendors need to start doing differently right now.
## The Threat Is Real. We Have the Receipts.
I want vendors to hear this part clearly, because the K-12 Dive article was not a victory lap. It was a data point.
Several of our staff, none of them with a computer science background, are now building functional applications using Claude Code, running on our private [AI Studio](https://psd401.ai/aistudio) with data privacy agreements that actually protect our students and staff. We did not do this because we wanted to become a software company. We did it because we looked critically at what we were paying for and realized a lot of it was not as complex as the price tag suggested. A lot of it was actively blocking us from moving faster.
We are not going to stop. The $250,000 is the first wave. We have a backlog of other tools on the contract list that we are now evaluating against a much harder question than we used to ask.
The old question was: _does this product do what we need?_
The new question is: _can our agent reach into this product safely, or is this something we should just build?_
That second question is starting to reshape how we look at every contract. The products holding up best in our portfolio right now are not the ones with the slickest UI or the trendiest embedded AI. They are the ones our agents can talk to. From what I am seeing, everything else is on a clock.
The vendors who understand that are going to be the partners we build the next decade with. The ones who don't are going to be replaced. Sometimes by a competitor, sometimes by a tool a district team builds in an afternoon.
This is not a threat I am making to be provocative. It is a description of work that is already underway, in Peninsula and in a growing number of other districts. The cost of building has collapsed. The cost of staying locked into a closed system has not.
## K-12 Work Is Inherently Cross-System
This is the part I do not think most vendors fully appreciate. **No single product owns enough of a K-12 workflow to matter on its own.**
A real district workflow might require information from:
- SIS
- LMS
- assessment platform
- MTSS / intervention system
- IEP / special education system
- HR
- finance
- transportation
- food service
- device management
- help desk
- Google / Microsoft
- communications platform
- cybersecurity tools
- curriculum tools
- data warehouse
No vendor assistant is going to solve that. Not yours. Not the SIS vendor's. Not the LMS vendor's. Not even the biggest platform players. The district agent, ours or one we buy, has to coordinate across all of those systems.
Consider a concrete example. A principal says to her agent:
> "Prepare a briefing for tomorrow's student support meeting on the eight students we're discussing."
To do that well, the agent may need to gather:
- attendance
- grades
- behavior incidents
- intervention history
- assessment trajectory
- teacher notes
- IEP / 504 status
- parent communication log
- transportation constraints
- device or help desk issues
- prior meeting notes and decisions
If each of those systems is closed, the agent cannot help, and the principal spends another two hours pulling reports manually before a meeting where the actual goal is to make a decision about a kid. If each of those systems is agent-ready, the agent prepares the human team to do the human work better.
That is the bar. Help the humans do the human work better. A vendor chatbot that can only see its own slice of data cannot meet that bar, by definition.
## The EdTech Partner Litmus Test
If you are a vendor and you want to know whether your product is ready for the next era, here is the simplest possible test:
> If a district-approved agent is given a clearly scoped task, can your system safely participate?
Concretely, that decomposes into questions like:
- Can our agent **retrieve** the right records on behalf of a user?
- Can it **respect that user's permissions**, not a god-mode service account?
- Can it **explain** what it just did, in human-readable terms?
- Can it **stage a change** for human approval before committing it?
- Can it **write back** when approved, with the right user attribution?
- Can it **leave an audit trail** we can review and export?
- Can it **be tested in a sandbox** before touching production?
- Can access be **revoked** in seconds when staff change roles?
- Can your system **notify our agent** when something important changes, without us polling you to death?
If most of those answers are "no" or "kind of, with a CSV export," the product is not ready for the next era. And no amount of AI marketing copy is going to change that.
## The Agent-Ready EdTech Rubric
Districts need a shared vocabulary when we evaluate products. Standards bodies need something to formalize. Here is a starting point. Treat this as a draft the community should sharpen.
### Level 0: Closed System
- UI-only.
- Manual exports at best.
- No meaningful API.
- No automation support.
- "We're working on AI features" usually means a chatbot is coming.
**Verdict:** Buy at your peril. This is a one-year product in a five-year contract.
### Level 1: Data-Accessible
- APIs or scheduled exports exist.
- Agents can read some data, usually in batches.
- Limited or awkward write capability.
- Permissions are coarse and auditing is weak.
**Verdict:** Tolerable for read-only analytics. Not safe for action-taking agents.
### Level 2: Workflow-Accessible
- Scoped APIs cover read and write for major objects.
- Approval workflows exist or can be modeled.
- Audit logs are real and exportable.
- A sandbox or test environment exists.
**Verdict:** This is the floor for any new K-12 procurement starting now.
### Level 3: Agent-Ready
- API and tool coverage matches the major actions a user can take in the UI.
- Fine-grained delegated permissions (OAuth scopes, SCIM, per-action authorization).
- Strong, queryable audit trails.
- Webhooks and event streams for important state changes.
- MCP servers, OpenAPI specs, and machine-readable tool descriptions.
- Dry-run / preview and rollback for destructive actions.
- Clear data governance and DPA terms that cover agent use.
**Verdict:** This is where every serious K-12 product needs to be within the next year or so.
### Level 4: Ecosystem-Native
- Designed from the ground up for district-owned agents.
- Plays cleanly across identity, data, workflow, and observability layers.
- Supports multi-agent workflows and inter-agent coordination patterns.
- Publishes safe action patterns and reference integrations.
- Integrates with district AI governance, monitoring, and policy enforcement.
**Verdict:** This is the bar that defines the next generation of EdTech leaders.
If you are a vendor reading this and you cannot honestly place your product at Level 2 or above today, you have a roadmap problem, not a marketing problem. Please do not spend the next quarter shipping a chatbot. Spend it shipping an API, a webhook, an audit log, and a sandbox.
## What I Want Vendors To Do, Specifically
This is the Monday-morning version. And before the bullets, the meta-point: **rethink the infrastructure, not the marketing.** A chatbot bolted onto a closed system is not an AI strategy. It is a feature your funders will reward for one quarter and your customers will route around for the next decade. The vendors who win this era are the ones who treat agent-readiness as an architectural commitment, not a launch announcement.
- **Publish your agent-readiness level honestly.** Self-assess against the rubric above, or one the community converges on. Put it in your sales collateral. If you are at Level 1, say so, and publish the roadmap to Level 3.
- **Stop hiding APIs behind enterprise tiers.** If your API access costs more than the product itself, you are telling us you do not want to be part of our ecosystem. We hear you.
- **Ship MCP servers and OpenAPI specs.** Make it trivial for our agents to discover what your product can do. The vendors who do this first will win the next five years of procurement decisions.
- **Build delegated permissions, not service accounts.** Our agents should act _as_ a specific user, with that user's permissions, leaving that user's name in the audit log. Service-account integrations are how data breaches happen.
- **Give us a sandbox.** A real one. With representative data. So we can test agent workflows without risking production.
- **Treat your DPA language as living.** Agents are a new category of access. Update your data privacy agreements proactively, not reactively when a district's general counsel asks.
- **Stop building chatbots inside your product.** We do not need another sidebar assistant that only knows about your data. We need your data to be safely reachable by _our_ assistant, which knows about everything.
## What I Want Districts To Do
If you are a fellow K-12 CIO, superintendent, CTO, or director of technology, this is on us too. Vendors will not change unless we change what we buy and how we buy it.
- **Add agent-readiness to every RFP, renewal, and pilot evaluation.** Make it a scored category, not a footnote.
- **Stop paying premiums for embedded AI features.** Pay for capability and access. Let your own AI layer do the assistant work.
- **Demand DPAs that explicitly cover agent access.** If your legal team has not updated language for agent-mediated access, do that this quarter.
- **Build or buy a district agent layer you actually own.** Whether that is a private [AI Studio](https://psd401.ai/aistudio), a homegrown stack, or a partner that respects your governance, own the orchestration layer. Do not rent it.
- **Invest in your people.** Our administrators are building tools because we gave them the platform and the permission to. Your staff can do the same. This is not just an IT story; it is a workforce transformation story.
- **Be willing to walk away.** A product that cannot participate in your ecosystem is a product you will regret in 24 months. Short-term convenience is not worth long-term lock-in to a closed system.
The CIO role itself is shifting. We used to be **systems integrators**. We are becoming **agent ecosystem architects**. That means owning identity, permissioning, data governance, interoperability, auditability, human-in-the-loop approval, procurement standards, staff training, workflow redesign, and vendor accountability, all as a single coherent strategy.
**The agent is not the strategy. The ecosystem is the strategy.**
## What Standards Bodies And Nonprofits Need To Do
This is the part of the conversation that is missing, and it is the part that matters most for the field at scale.
CoSN, ISTE, SETDA, AASA, A4L, 1EdTech, CASE, Project Unicorn, state CIO associations: you have an opportunity right now to define what "agent-ready EdTech" means before the market defines it for you, badly.
- **Publish an agent-readiness framework.** Take the rubric above, or one better. Make it the shared language districts can put in RFPs.
- **Certify products against it.** Project Unicorn already does this for interoperability. Extend it. Make agent-readiness a visible badge procurement teams can use.
- **Update existing interoperability standards for the agent era.** OneRoster, Ed-Fi, and LTI Advantage were built for system-to-system integration, not agent-to-system. They need extensions for tool descriptions, delegated permissions, audit semantics, and event streams.
- **Convene the vendors.** Get the major SIS, LMS, assessment, and MTSS vendors in a room and make them commit to an agent-readiness roadmap with public milestones.
- **Build model DPA language.** Districts should not each be inventing this on their own. Give us a starting template that addresses agent-mediated access, delegated authentication, and audit expectations.
This is the work that will determine whether the next decade of EdTech is genuinely transformative or just the same closed systems wearing AI-shaped hats.
## The Ask, Distilled
We appear to be entering a moment where districts can build or buy enterprise agents that meaningfully assist with leadership, operations, teaching, support, and communication. From everything I am seeing, those agents are only going to be as useful as the ecosystem they can safely reach into.
The vendors who understand this and act on it will be the partners we build the next decade with. The ones who keep sprinkling AI into walled gardens (a chatbot here, an "ask anything" box there, just enough to put on the funder slide) will be the ones we replace. Sometimes with a competitor. Increasingly, with something a district team builds in an afternoon.
I would much rather build the future _with_ our partners than around them. But the cost of building has collapsed, and the willingness to wait for vendors to catch up has collapsed with it. The choice is theirs. The clock is running. And the receipts are already in the K-12 Dive article.
So:
> **Vendors:** Stop building chatbots inside your product. Make your product safe for our agents to use. Publish your level. Show us the roadmap.
>
> **Districts:** Stop paying for embedded AI. Start paying for access, governance, and interoperability. Put agent-readiness in your RFPs this quarter.
>
> **Standards bodies and nonprofits:** Define what agent-ready means before the market defines it badly. Certify it. Convene the vendors. Give us shared language.
The agent is not the strategy. The ecosystem is the strategy. Let's go build it, together or not at all.
---
_Kris Hagel is the Chief Information Officer at Peninsula School District in Gig Harbor, Washington._
_A note on AI: the ideas, arguments, and positions in this piece are my own. I used AI to assist with grammatical editing and to generate the illustrations throughout. The thinking is mine; the polish and the artwork had help._
- [Feedback in the Age of AI: More Thinking, More Learning, Less Noise](https://psd401.ai/blog/feedback-in-ai)
> Does including AI feedback increase the chances that students will think hard about the content and improve their future performance?
Feedback is one of the most powerful tools we have to support student learning, but only if we use it well. With AI tools, the question isn’t whether we _can_ generate more feedback. We can. The real question is simpler and more important:
**Does including AI feedback increase the chances that students will think hard about the content and improve their future performance?**
If the answer is yes, it’s worth our time. If the answer is no, it likely adds noise rather than learning.
This post is about how feedback works, where grading gets in the way, and how AI can help us shift more feedback toward what students actually need to grow.
---
## **The Purpose of Feedback**
Feedback is often thought of as a way that we communicate judgements of a piece of student work and suggestions for improvement. This view of feedback can lead to teachers making the same comments to the same students all year long. The students might make the adjustments on this assignment but then be unable to transfer the feedback to something else. This loop can give feedback a bad reputation because it focuses too much on the work and not the student.
Dylan Wiliam captures the heart of the matter: **“The main role of feedback, at least in schools, is to improve the learner, not the work.”[^1]**
It’s not enough for a student to fix commas on this essay if they still do not understand sentence boundaries for the next one. A beautifully revised essay is nice, but the real measure of success is whether the student can apply the learning to the next essay: the one they haven’t written yet.
Feedback is only doing its job when it leads to more thinking, more understanding, and better performance over time. And that means the goal isn’t “more comments,” but **better comments that cause students to think**.
---
## **What Effective Feedback Looks Like**
Effective feedback has a few consistent qualities across the research base. It is:
- **Timely**, so students still remember their thinking and can act on the information.
- **Specific**, so they know exactly what they did and what they should do next.
- **Actionable**, so they have a clear path forward rather than a vague label or judgment.
- **Focused on learning**, not on error correction alone. Good feedback helps students understand the underlying concept, strategy, or skill.
Another key finding that appears again and again across studies is that students engage more deeply with feedback when it is separate from a grade. Time pressures and workload sometimes cause us to try to do both of these at the same time. This is rarely the best choice for promoting student learning. To summarize a classic study on feedback types[^2]:
- **Comments only** → the greatest gains in learning
- **Comments \+ grade** → students ignore the comments
- **Grade only** → almost no improvement
None of this is really about student motivation. It’s about attention. When a grade appears, the brain locks onto the number rather than the message. If we want students to take feedback seriously, we have to give it in ways that keep the focus on thinking and improvement.
---
## **What Feedback Is _Not_: Where Grading Falls Short**
Grading has a place, but it’s a small one. A grade is a summary of past performance, not a tool for future improvement. It tells you **what happened**, not **what to do next**.
This is where Stiggins et al offer a helpful reminder: **“If our assessment practices don’t result in higher achievement, we would say a component of quality is missing.”[^3]**
A grade alone almost never increases achievement. If anything, it can shut the learning loop down prematurely. And when grades overshadow feedback, we lose one of the most powerful levers we have for student growth.
This is also why using AI as a grading tool is risky. Even when an automated system produces a reasonable score, **the teacher is ultimately responsible** for every grade in the class and for ensuring grades are fair, accurate, and aligned to standards. AI can help with organization or pattern-checking, but it cannot replace teacher judgment.
---
## **AI and Feedback: A Real Opportunity**
Here’s the good news: while AI may not be ready for grading, it has enormous potential to improve feedback if used thoughtfully.
Historically, the biggest barrier to providing high-quality, individualized feedback has been time. Giving every student specific, actionable, next-step guidance takes hours. Teachers rarely have that kind of capacity.
AI tools change that equation. With the right prompts, AI can:
- Generate specific comments tied to your rubric
- Suggest next steps or “missions” aligned to learning goals
- Provide quick examples or models for revision
- Offer first-draft feedback that you can edit and finalize
This doesn’t replace your expertise: it **amplifies** it. Instead of spending hours writing similar comments across 30 essays, teachers can spend that time reviewing, refining, and customizing the most important feedback for each student.
A second opportunity lies with students themselves. If taught responsibly, students can use AI to **collect feedback on demand**. Students who historically received less individualized feedback now have more ways to access on-demand support. They can check clarity, ask for revision suggestions, compare their work to criteria, or break down teacher feedback into simpler language. That’s not cheating; that’s metacognition.
Transparency is essential. Students and families should know which parts of feedback were AI-generated and which were teacher-created. When we’re clear about that, trust stays intact and the learning stays front-and-center.
---
## **Bringing It All Together**
At the end of the day, the goal isn’t to add another tool or dashboard or workflow. The goal is simple: **do more of what actually helps students learn and grow.**
Feedback works when it helps students think more deeply and perform more strongly in the future. AI can help us get more of that feedback into more students’ hands, more often and without overwhelming teachers.
We’re entering a moment where high-quality feedback doesn’t have to be limited by time. With thoughtful use of AI, we can increase both the quantity and quality of feedback students receive.
That’s the opportunity in front of us. Let’s use it well. Feedback should cause thinking, and AI can help us create more of those thinking moments.
[^1]: Education Endowment Foundation. (2021). Teacher feedback to improve pupil learning. Education Endowment Foundation. [https://educationendowmentfoundation.org.uk](https://educationendowmentfoundation.org.uk)
[^2]: Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (2019). A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology, 41(7), 922–947. [https://doi.org/10.1080/01443410.2019.1659939](https://doi.org/10.1080/01443410.2019.1659939)
[^3]: Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right—using it well (2nd ed.). Pearson.
- [Introducing AI Studio: Your Gateway to Advanced AI Tools](https://psd401.ai/blog/introducing-ai-studio)
> PSD announces AI Studio, a secure platform providing access to frontier generative AI models for staff and students, featuring cost-effective API management and custom tool development capabilities.
PSD is proud to announce the availability of AI Studio, our secure home for access to frontier generative AI models for staff and students. AI Studio will enable users to:
- Quickly switch between models like OpenAI's GPT-5, Anthropic's Claude Opus, Google Gemini, and more
- Use custom developed chat models for instructional and operational tasks
- Design their own AI assistants using prompt chains and parallel prompts - without needing to write code!
## What Are Frontier Generative AI Models?
“Frontier” models are the most advanced and capable AI systems available today. They represent the cutting edge of generative AI research and development, built to handle complex reasoning, generate high-quality text, analyze data, and even create new content across multiple formats. Unlike free or limited versions of AI tools, frontier models are faster, more reliable, and better aligned to educational and professional needs.
Because models all have relative strengths and weaknesses, it's important to have a range of capabilities available to get the best results. By giving students and staff access to these models, PSD ensures that our learning community has the same tools currently being adopted in universities, businesses, and research institutions worldwide.
## How AI Studio Keeps Costs Down and Data Secure
One of the most important design choices behind AI Studio is how it connects users to these powerful models. Instead of requiring individual subscriptions where every prompt and response is routed directly through a third-party company, **AI Studio uses secure API calls managed inside PSD’s own server environment.**
Here’s what that means in practice:
- When you use AI Studio, your data is processed within the district’s secure servers.
- Only the minimum necessary information is sent to the AI models, and no identifying student or staff data leaves the PSD environment.
- This architecture ensures that our prompts and outputs remain private, while still taking advantage of the latest generative AI capabilities.
The result: **cutting-edge access at a fraction of the cost.** In fact, as of September 2025, AI Studio has reduced costs by 90% compared to paying for individual licenses.
## Built with AI, For AI Users
AI Studio isn’t only a platform for using AI; it’s also a product of AI collaboration. From the earliest stages of development, our team leveraged generative AI agents to help design, troubleshoot, and refine the system.
This meant:
- **Faster Prototyping:** AI helps generate and test multiple design options in a fraction of the time it would take a human.
- **Smarter Troubleshooting:** When issues arise, generative AI models act like coding partners, suggesting fixes or optimizations that speed up debugging.
- **Iterative Improvement:** Instead of long development cycles, AI allows for quick iteration. We can adjust features, test them, and roll out updates much more rapidly than in traditional projects.
In short, AI Studio demonstrates what’s possible when humans and AI collaborate. It’s living proof that generative AI can streamline development, cut costs, and unlock innovation.
## Get Started with AI Studio
Interested in using AI Studio as a PSD staff member or student?
Click the link in the district portal and sign in with your Google account
Interested in bringing AI Studio to your district?
Our code is open-source and ready to be installed in your environment. Reach out to our team to learn more.
With AI Studio, Peninsula School District is putting world-class AI tools directly into the hands of our educators and students—securely, affordably, and responsibly.
- [AI as a Data Intern: Smart, Fast, & Needs Oversight](https://psd401.ai/blog/ai-data-intern)
> Discover how to harness AI as your tireless data analyst intern - smart and fast, but keep an eye on their work!
When it comes to crunching numbers, Large Language Models (LLMs) can be hit-or-miss. If you’ve ever asked your favorite generative AI to perform a calculation only to receive a suspiciously incorrect answer, you’re not alone.
Here’s the underappreciated twist: ChatGPT-4o, Claude Sonnet, and other modern LLMs can write and execute code to then perform accurate calculations. You can use that ability to get consistent and reliable analytical outputs. If you’re not sure whether the LLM is using code to provide its output, there are options to review the code generated. Even if you don’t code yourself, specifying that the model should provide you with code is a helpful way to make sure that it uses code rather than “predicting” an answer. Essentially, AI can act as your own personal data analyst intern, allowing you to offload certain tasks while you focus on higher-level problem-solving.
---
## Why Use AI?
### 1\. AI as a Thought Partner
When you’re exploring new data sets or testing hypotheses, AI can act as a brainstorming partner. Think of it like conversing with a colleague who has near-infinite patience for your “what if?” questions.
- **Idea Generation**: Prompt the AI to suggest statistical approaches or exploratory analyses you haven’t thought about. This can be a great reminder of that technique you learned years ago and haven’t been using lately.
- **Early Feedback**: Before you commit to more involved data-gathering, use AI to check whether an approach is viable or if certain lines of inquiry seem promising.
### 2\. The “AI Intern” Metaphor
It can help to see AI as an intern: enthusiastic, speedy, and sometimes a bit clueless. You wouldn’t blindly trust an intern with your entire project, but you would give them tasks that free up your cognitive space.
- **Delegate Repetitive Tasks**: Cleaning data, performing routine calculations, or running initial exploratory analyses.
- **Maintain Oversight**: Always review the output and check for errors. Even the best intern needs a watchful manager to verify and correct mistakes. Your AI intern won’t be discouraged and can (usually) respond appropriately.
### 3\. Provide Tasks You Can Verify
One of the safest ways to incorporate AI into your workflow is by assigning it tasks where you can quickly verify the results:
- **Cross-Checkable Calculations**: Summarize means, medians, or other basic descriptive statistics that you can verify by hand or with a spreadsheet.
- **Script Generation**: Have the AI propose an R or Python script for a particular analysis, then run and validate the script yourself.
_Tip:_ If you have a small test dataset, run the AI-generated script on that first. If it produces the right output for the test dataset, there’s a good chance the code will scale well to the larger set.
---
## Concerns with Data Privacy
### Valid Concerns
Data privacy is always a consideration when working with an AI or any online service. Schools and districts handle sensitive information about students, staff, and parents. Sharing these data directly with an external AI service can be risky, especially if the model stores or shares the data for further training.
### Working with Public or Aggregated Data
One option is to use data that’s already public or aggregated at a high level. Community messaging and board reports regularly require data already in the public domain. Data that doesn’t identify individual students can still provide valuable insights and can be fed into AI models with minimal risk. For instance:
- **State-Level Summary Statistics**
- **District- or School-Wide Aggregated Data**:
### Options for De-Identifying Data
When you do want to work with real (but sensitive) data:
1. **Scrub Identifying Details**: Remove names, addresses, ID numbers, etc.
2. **Convert to Anonymized IDs**: Replace personal identifiers with random, unique IDs. An LLM can generate these in one chat before starting a second chat to conduct the actual analysis.
3. **Aggregate or Bucket**: Instead of individual-level data, group it by categories (e.g., “students scoring in the 80–90% range”).
4. **Use a Closed Model**: While these solutions are outside the scope of this blog post, some LLMs can be accessed within private server instances or downloaded and run directly on your own device without sending data anywhere.
_Heads-up:_ Even de-identified data can sometimes be re-identified with enough cross-reference points. So remain cautious and always follow your organization’s data security policies.
---
## Process or Workflow
AI often benefits from an **explicit instruction approach**, reminiscent of good teaching practices. Here’s a potential step-by-step workflow:
1. **Activate Prior Knowledge**
- Upload or reference your dataset, or at least give the AI a sample. This helps the model contextualize requests.
- Example: “Here is a sample of the first 10 rows of data for eighth-grade math scores. How should I clean this data to prepare it for further analysis?”
2. **Start Simple or Provide Worked Examples**
- Just like you’d demonstrate an example math problem before letting students try, show the AI a smaller subset or an example calculation.
- Example: “Here are three hypothetical students’ math scores. Write Python code to calculate the mean and median.”
3. **Check for Understanding**
- Ask the AI to explain its logic or break down the steps it took. This is a sanity check to ensure that the model is doing what you expect.
- Example: “Explain why you chose these variables and justify your formula choice.”
4. **Increase Difficulty Gradually**
- Once you confirm the AI’s method is correct on small tasks, scale up to bigger requests.
- Example: “Now apply the same logic to the full dataset of 5,000 students and generate a summary of descriptive statistics.”
5. **Independent Practice**
- If everything works smoothly, you can trust the AI to execute the process repeatedly \- just remember to keep an eye on the results.
- Example: “Based on your work so far, create a visualization for each of the other schools in the data set.”
_Heads-up:_ Just because an AI can handle a task that seems complex doesn’t mean you can trust it with tasks that seem simpler. AI strengths and weaknesses don’t always align with human intuition. Check the output of each task type without making assumptions about what the model can do. Updates to models can sometimes reduce capabilities: when OpenAI first released GPT-4o, it lost the ability to create stacked bar charts that GPT-4 had done well. While this functionality was added to 4o, it was a frustrating twist in the update process\!
---
## Ready to Put Your New Intern to Work?
While LLMs aren’t perfect at numeric calculations on their own, their ability to write code and scripts to perform data analysis tasks is a game-changer. By treating AI like an energetic intern that needs oversight, you can free yourself from repetitive tasks, focus on higher-order data exploration, and save valuable time. Keeping data privacy front and center means that public or anonymized data is the best place to start.
As AI technology continues to evolve, we’ll see more robust solutions and specialized tools designed for secure, reliable data analysis. For now, with the right combination of cautious oversight and a willingness to experiment, you can tap into a powerful data-analysis partner that never sleeps—though sometimes it talks a little too confidently.
- [Leading Change — Embracing AI in Education with Purpose and Heart](https://psd401.ai/blog/embracing-ai-purpose-heart)
> Superintendent Krestin Bahr shares her thoughts on the implementation of AI in schools.
When ChatGPT burst onto the scene in late 2022, many school districts responded with caution or outright bans in the classroom. As a former science teacher, I saw something different — an opportunity to embrace the kind of curiosity and innovation that has always driven education forward.
Within a week of ChatGPT’s release, Peninsula School District (PSD) made a bold choice. Instead of restricting this new technology, we decided to lean in, becoming one of the first districts in Washington to actively integrate AI into our educational framework. It wasn’t just about being early adopters — it was about fulfilling our promise to prepare students for their futures.
### Our Journey with AI
I’ll be honest — my first interaction with AI was both exciting and humbling. As someone who started teaching when overhead projectors were coveted, I initially approached AI with the same mix of wonder and wariness I’ve seen in many other educators. But watching our students navigate these tools with natural curiosity reminded me of something crucial; every generation deserves the chance to shape the tools that will define their future.
Our early adoption of AI came with great responsibility. We knew we needed clear guidelines that would protect our students while empowering their learning. Working with our AI Task Force, comprised of teachers and district administrators, we developed comprehensive AI principles focusing on three key areas;
1. Ethics: Ensuring AI use aligns with our educational values.
2. Transparency: Being clear about how and when AI is used.
3. Data Privacy: Protecting our students’ and staff’s information and rights.
These principles are not just documents gathering metaphorical dust — we view them as living guidelines that help our students understand both the potential and the limitations of AI tools.
### Transforming Learning, Not Replacing Teaching
What makes me most proud isn’t just that we were early adopters, but how we’ve approached this integration. Our AI implementation aligns perfectly with our strategic plan goal of innovation; “We will develop and adopt practices and programs that encourage children to remain curious, take chances, and learn from failure.” We’re seeing students use AI to tackle complex research projects, create multilingual learning materials, and explore creative possibilities that weren’t available even a year ago.
But here’s what I see as crucial — AI in our district is not meant to replace human connection, it’s about enhancing it. When teachers can use AI to streamline administrative tasks, they have more time for meaningful interactions with students. When students can get instant feedback on their writing, they’re more likely to revise and improve their work.
Our district’s leadership in AI education has drawn national attention, with other districts now looking to our framework as a model. But what excites me most is watching our students engage with these tools in new ways many of us hadn’t imagined. They are looking at AI and questioning it, improving it, and thinking critically about the role this tool will play in their lives.
As we continue this journey, I’m reminded that education isn’t just about teaching students to use new tools — it’s about empowering them to shape how those tools will be used. In PSD, we’re not just preparing students for the future; we’re giving them the confidence and capability to create it.
We are still in the first few chapters of our adventure with AI, and I invite you to be a part of it. Explore our [psd401.ai](https://psd401.ai) website to learn more about our initiatives and join the conversation about how we can continue to innovate while staying true to our core values of student-centered, ethical and equitable education.
The future is bright, and it’s being shaped right her in our schools.
_Krestin Bahr is the Superintendent of Peninsula School District and has spent nearly four decades in education. She began her work at PSD in 2021 and is the district’s first female superintendent. Since joining Peninsula, she was honored as the Leader of Distinction for 2023 by the Washington Association of School Business Officials and serves on both the Professional Educator Standards Board and as a Governing Board member of AASA._
- [Breaking Down Language Barriers: How AI Can Give Every Student a Voice](https://psd401.ai/blog/breaking-down-language-barriers)
> Karen Kennedy Floyd, Gig Harbor High School English Teacher shares how the use of HeyGen has given one of her students a voice she has not been able to show.
In Karen Kennedy Floyd’s English classroom at Gig Harbor High School (GHHS), technology is overcoming a language barrier and letting all students shine. With over 40 years of teaching experience, Floyd has witnessed the evolution of ed-tech from “no computers” to today’s AI-powered tools. But, it’s her recent experience with a Ukrainian-speaking student that demonstrates how AI can transform classroom inclusion.
### Putting Multilingual Students on Center Stage
When Sofia K., a student at GHHS, was assigned to a team for a class TED Talk presentation, Floyd faced a challenge — she knew Sofia had the knowledge and creativity to contribute, but she didn’t speak English. Rather than letting language be an immovable obstacle, Floyd turned to HeyGen, an AI-powered avatar tool.
“She did all the research, she made all the slides,” Floyd said. “Her avatar was up there on the big screen, speaking in English, doing her presentation. It gave her a voice in the classroom.”
Sofia took an active role in the project. Her breakthrough came when Floyd and Sofia used HeyGen to create custom video avatars that copy their likeness and are able to translate their speech.
The success of the TED talk presentation inspired Floyd to expand the use of HeyGen AI for daily classroom communication. She now creates short instructional videos that can be translated into multiple languages, ensuring all of her students understand the material.
“My goal is always to communicate with all my students,” Floyd said. “I’ve got a couple students that don’t speak English, and I’ve been able to use this tool to communicate with them.”
This approach has transformed Floyd’s classroom into a more inclusive space that gives more opportunities for student participation.
### Embracing Change with Purpose
Like many English teachers, Floyd acknowledges the complexities of incorporating AI into education, particularly the threat of plagiarism.
“The use of AI in writing and creating things is growing. It’s the next thing, and it’s scary,” she said.
However, she emphasizes that successful AI use requires strong foundational skills.
“Kids can’t write well with AI unless they can write well themselves,” she said. “They have to know how to program it. We as teachers need to make sure that we teach them the basics, and then also make sure that we teach them ethical use of all of the tools that are out there.”
Despite being the self-described “oldest teacher at [GHHS]”, Floyd approaches new technology with determination and openness.
“It doesn’t come naturally to me, it’s not intuitive, but I’m willing to learn and to work,” Floyd said. “I always feel like at any school I’m at where I’m trying something new, I feel like, if I can do it, anyone can do it.”
Floyd knows that like any new tool, AI has come with its own set of challenges and opportunities. She worries about students “living in the shallows” and believes it’s an educator’s responsibility to encourage students to engage deeper with their learning. Also, she recognizes that staying current with technology is crucial for reaching students effectively.
“We have to keep up with what they’re doing,” Floyd said. “They’re going to be on their phones. They’re going to be doing all the things that are distractions to us, but we have to find out how they can be used well and wisely.”
Her use of HeyGen is a great example of how AI tools, if used thoughtfully, can create engaging, inclusive learning environments where every student has the chance to participate fully in their education. It’s a powerful reminder that technology’s greatest value in education is not to replace, but to work in collaboration with classic teaching tools.
### Watch Video:
- [Empowering Student Research Through AI: Dave Stitt's Journey with the GoogleAI + Education Fellowship](https://psd401.ai/blog/google-fellowship-dave-stitt)
> Part three of our three part series on PSD teachers who were selected for the GoogleAI + Education Fellowship
Peninsula High School (PHS) chemistry and physics teacher Dave Stitt is revolutionizing how students engage with complex academic research with the use of artificial intelligence (AI). As one of only 15 educators selected from North America for the Google AI + Education Fellowship, Stitt developed an innovative approach combining Google’s Gemini and Notebook LM to make advanced scientific concepts more accessible to students.
“I already use Gemini as a personalized tutor for my students,” Stitt said. “I’ve trained them on how to create different versions of chatbots to do different things for them within the class.”
As a part of the fellowship, Stitt was given 16 weeks to create a project using Google’s AI tools to benefit either students or staff in his school. Stitt, along with two other Peninsula School District teachers, then presented their work to Google employees during a large conference in New York City.
His project centered on helping students investigate and research with AI tools to help them with large class projects. By using Google Notebook LM and Gemini, students were able to analyze multiple academic research papers simultaneously - a task that would typically be overwhelming for high school students both in terms of complexity and time investment.
### Breaking Down Barriers to Advanced Research
Sitt’s method leverages two key AI tools in complementary ways. **Notebook LM** enables students to analyze specific documents rather than drawing from AI’s general knowledge base. Students can upload academic papers and use the tool to identify themes, compare findings, and extract relevant information about their chosen topic. **Google Gemini** helps students understand complex research by adjusting the reading level of technical content while maintaining the integrity of the information. This makes sophisticated scientific concepts more accessible without oversimplifying the core ideas.
### Transforming Teaching and Learning
For Stitt, the integration of AI tools has fundamentally changed his approach to teaching.
“When you look at AI, it’s not a scale where you either fully use it to do everything about your project or everything in your learning where you don’t use it at all,” he said. “It’s appropriate in certain areas, and then there are skills that need to be honed and developed on your own.”
This balanced approach has allowed him to multiply his effectiveness in the classroom.
“It allows a teacher to multiply their efforts amongst many students, rather than to have to solely focus and put other students off,” Stitt said. “Students can get help from an AI chatbot that we’ve curated and developed to ask that chatbot questions that they would have normally waited for me to answer as I roam through the classroom.”
The result is more efficient and personalized learning.
“They’re able to go faster, further, and at their own pace,” Stitt said. “And if they don’t understand, they can have it stop, back up, explain, say it in a different way, use a different example — all the things that I would go through and do with them. And when I come around, if they still need clarification I’m there to help them.”
### Fostering Creativity and Opening Up Opportunities
One unexpected benefit of the project has been its democratizing effect on student presentations.
“Gemini allowed students to equalize their artistic abilities,” Stitt said. “I’m a chemist, physicist, but with Gemini, I can create something that is quite vivid and quite beautiful.”
This capability transforms students who struggle with the mechanics of creating a large project or presentation to becoming an editor, with more control of the way they want to present their findings. The result? A more level playing field where students can focus on content mastery rather than being limited by their artistic or technical skills.
Stitt’s success has inspired other teachers, Google employees, but most importantly his own students. One student is even using Notebook LM to learn a constructed language from their favorite comic book.
“Students have gone through and some of them have taken it, kept expanding it, and now they’re using these tools for homework preparation, creating study materials, and generating practice questions from their textbooks,” Stitt said.
The impact of Stitt’s work extends beyond PHS. As a part of the Google AI + Education Fellowship, his methodologies and insights will be published in March 2025 as part of a comprehensive [online guidebook](https://edu.google.com/ai-resources-in-education/) created by Google, allowing educators worldwide to implement similar approaches in their classrooms.
- [Maximizing Teacher Efficiency: Heather Whyte's “Gemini's Genius” Project](https://psd401.ai/blog/google-fellowship-heather-whyte)
> Part one of our three part series on PSD teachers who were selected for the GoogleAI + Education Fellowship
Harbor Ridge Middle School social studies and technology teacher Heather Whyte approached the Google AI + Education Fellowship with a clear mission; help teachers reclaim time for what matters most, teaching. Her project, titled “Gemini’s Genius: Guiding Teachers to Greater Gains,” demonstrates how AI can transform administrative tasks into manageable five-minute solutions.
### Five-Minutes to Solve a Problem
Whyte developed a program where teachers would meet with her for just five minutes on Wednesday mornings to learn time-saving AI techniques. These brief, but impactful sessions covered various tasks that typically eat away at educators’ time, such as;
- Writing evaluation goals aligned with the Danielson Framework.
- Crafting parent communications.
- Creating and differentiating instruction.
- Evaluating student work.
- Developing grading rubrics.
The results were significant. Pre- and post-project surveys revealed substantial time savings across all administrative categories, allowing teachers to focus more energy on direct student interaction and instruction.
### Building a Lasting Resource
Understanding that one-time training sessions aren’t enough, Whyte created a comprehensive website housing all the strategies and resources shared during the fellowship.
“This is a resource for my colleagues now,” she said. “So they can go in and click on anything that they’re working on.”
This living document continues to grow as she adds new strategies and tools. Another key component of Whyte’s project was teaching educators how to write effective AI prompts.
“If you don’t write your prompt correctly, you’re not going to get the information that you’re shooting for,” Whyte said.
Her methodology helps teachers define their role and objectives, specify exactly what they want the AI to do, structure requests for better results, and avoid common pitfalls that lead to failed or unhelpful responses. This focus on prompt engineering ensures teachers get useful results on their first try, rather than spending valuable time refining and repeating requests.
### Transforming Their Teaching Practices
For Whyte, the journey with AI has changed her own approach to teaching in the classroom.
“I just presented something in my class the other day, and I told the students, ‘let’s use AI to brainstorm man-made places in the coastal region of Washington State,’” she said. “And they’re like, ‘we can use AI?’”
The excitement from her students cemented Whyte’s belief in AI’s potential as a learning tool.
“Some teachers are afraid of it because they’re like, ‘No, [students] will cheat,’ but it’s such a powerful tool, and it’s our future. To embrace it is the way we need to go.”
Embracing this future is why Whyte prioritizes teaching responsible AI use.
“We need to learn to use it with integrity. One piece of my project was digital citizenship and how to approach AI with integrity, and not as a crutch, but a tool.”
She acknowledges the reality of student behavior while maintaining optimism about their motivations. In her experience, students want to learn. If teachers can reach students in ways that excite them, they can help them learn how to use AI ethically.
Whyte is also constantly learning. Recently, she realized how Google’s Gemini can help her organize and decipher data.
“I started asking Gemini to help me with student data and it said, ‘Would you like me to export that to Google Sheets for you?’ And I said, ‘yes please!’ And it did! What could have been two hours of work, especially if you don’t have a math brain, was done in a few minutes.”
These revelations continue to shape Whyte’s teaching practice and her ability to support fellow educators. The impact of tools such as Gemini will force educators to keep reimagining how we teach, and how students learn. She sees AI creating opportunities for deeper engagement and more meaningful educational experiences.
Whyte’s work continues to serve her fellow teachers at PSD, and will be featured in Google’s [online comprehensive guidebook](https://edu.google.com/ai-resources-in-education/) on AI in March 2025.
- [Revolutionizing Educational Feedback: Kayla Frank's AI Innovation Journey](https://psd401.ai/blog/google-fellowship-kayla-frank)
> Part two of our three part series on PSD teachers who were selected for the GoogleAI + Education Fellowship
When Kayla Frank began her Google AI + Education Fellowship journey, she was a seventh and eighth-grade social studies teacher at Kopachuck Middle School. Now serving as Interim Assistant Principal, her project has evolved to address both classroom and administrative challenges through innovative AI applications.
Frank’s project focused on leveraging AI tools to enhance feedback systems and streamline administrative tasks, with the ultimate goal of creating more time for meaningful student-teacher relationships.
“I think relationships in education are really key,” Frank said. “If you don’t have the time to build them, then you don’t have that same influence and ability to educate.”
### Transforming Student Feedback
Frank’s project showcased how Google’s NotebookLM could improve how teachers provide feedback to students. The system she developed can;
- Provide individualized feedback based on specific rubrics.
- Identify key strengths and areas for improvement.
- Generate targeted suggestions for student growth.
- Help form data-informed small groups based on student performance.
What makes this system particularly powerful is its ability to reference source materials directly.
“When it was providing feedback about student work, the teachers could actually click on a number and see exactly what it was pulling from,” Frank explained.
### Streamlining Administrative Tasks
Frank’s project extended into the school’s administrative offices, exploring how to make teacher observations and evaluations more efficient. She developed a system that;
- Aligns observation notes with the Danielson Framework for Teaching.
- Helps administrators identify areas where additional evidence is needed.
- Creates personalized professional development resources for teachers.
One creative feature is the ability to generate customized podcasts from professional development materials.
“Admin would be able to create individualized podcasts for teachers based on areas where they thought they could grow instructionally,” Frank said. “This gives teachers more flexibility in how they engage with the content.”
Frank views her experience with the fellowship as instrumental in shaping both her teaching practice and administrative approach.
“I’m part of the Bullying and Prevention Task Force the district hosts, and on the way to meetings I’m able to listen to professional development resources and more by uploading them into Notebook LM and having it create a podcast for me based on what I’m interested in,” Frank said.
### Crossing the Bridge Between Teaching and Administration
As someone straddling the fence from teacher to administrator during the fellowship, Frank gained unique insights into how AI can support educational leaders. Her experience using AI tools in the classroom has shaped her vision for administrative implementation.
“Being skeptical of it is healthy,” Frank said. “But we can’t let that prevent us from doing our best to teach our students how to use it in a way that’s really ethical and appropriate for their age levels.”
This balanced approach has informed her leadership style as she transitions into administration. Frank’s perspective on assessment and education has evolved through this work.
“I do think there are some things in education that will have to change because of this new technology,” she said. “How we assess things may have to change, and that is scary, but I think it’s also necessary to evolve as technology is evolving and our kids’ needs are evolving.”
### Broader Impact and Future Applications
Frank’s work demonstrates how AI can create more efficient systems while maintaining the human element in education. The time saved through these automated processes can be redirected into building stronger relationships with students and providing more personalized support.
As PSD continues to lead in educational AI, Frank’s project serves as a model for how schools can thoughtfully integrate AI tools to support both teachers and administrators. Her work will be featured in Google’s comprehensive [online guidebook](https://edu.google.com/ai-resources-in-education/) in March 2025, sharing these innovations with educators from around the world.
- [Peninsula School District Featured in National K-12 Magazine](https://psd401.ai/blog/psd-featured-magazine)
> Magazine article regarding work we have been doing in relation to AI.
Peninsula School District’s (PSD) thoughtful approach to AI implementation continues to draw national attention. In a new K-12 Dive article examining key AI trends for 2025, our district’s strategic work offers valuable insights for other education leaders navigating this transformative technology.
Chief Information Officer Kris Hagel highlights several critical considerations for districts exploring AI integration:
## Enterprise Solutions vs. Public Tools
While free AI tools like ChatGPT may be tempting, Hagel emphasizes the importance of controlled, secure enterprise systems — especially when handling sensitive student data. Our district is exploring how to leverage AI for special education services through secure, private environments where data handling is transparent and protected.
## Building Understanding
A key challenge Hagel identifies is the need to help education leaders understand AI’s underlying technology.
“Something’s going to have to happen to get people to understand the underlying technology behind AI so that they can feel more comfortable with moving forward with it,” Hagel said.
## Looking Ahead
The article positions PSD among districts leading the way in responsible AI adoption. While many districts are still hesitant to embrace AI tools, our approach demonstrates how schools can thoughtfully experiment with this technology while maintaining strong privacy protections and focusing on evidence-based implementation.
[Read the full article here.](https://www.k12dive.com/news/AI-trends-schools-policies-2025/738061/)
Want to learn more about our district’s approach to AI implementation? Explore our resources section, or reach out to our team.
- [Visiting Stanford AI Tinkery Gives Educators Deeper Understanding and Insights into AI Integration](https://psd401.ai/blog/stanford-ai-tinkery-2025)
> Digging into our teachers experiences from a recent trip to Stanford to visit their AI Tinkery and dive deeper into AI Literacy and Custom Tool Building.
> I wondered if a place such as Stanford would already have all the magic ideas and solutions. They're working at it and starting just as we are, which feels good in a way. We are all searching for answers and the first step is to try. - Justin Towner
On Tuesday, January 14, 2025, a group of 6 teachers and district staff (Abbie Kiffin, Julie Bruey, Justin Towner, Mel Benner, Natalie Boyle & Kris Hagel) visited the [Stanford AI Tinkery](https://ai-tinkery.stanford.edu/) to learn how the [Stanford Accelerator for Learning](https://acceleratelearning.stanford.edu/) is sharing insights on AI in education.
### The AI Tinkery
The Tinkery space offers resources, tools, activities, and books for students at the Graduate School of Education to explore both the potential and concerns around implementing AI in education. Activities like Build-A-Bot, Keeping Data Private, Image Generation, and Classroom-Ready AI Resources were available outside the main space. Inside, it's designed as a "choose your own adventure" environment, providing access to resources as needed. Visitors could also share questions or concerns.
Inside the Tinkery, computers provided access to tools and resources from [Stanford CRAFT](https://craft.stanford.edu/). CRAFT resources are created through co-design between Stanford University students and staff, and high school teachers from across the United States. A small library offered books about AI, covering both future possibilities and potential dangers if AI is not implemented thoughtfully in society.
### Exploring Resources and Co-Developing Tools
Following the Tinkery visit, the afternoon was dedicated to exploring Stanford resources and collaboratively developing a custom chatbot aligned with the Peninsula School District's Instruction Vision and Initiatives. Led by [Jessica Ann](https://ai-tinkery.stanford.edu/people/jessica-ann) and [Karin Forssell](https://ed.stanford.edu/faculty/forssell), the PSD team engaged in activities designed to help district teachers expand their AI skills. These activities began with the "[AI or not AI?](https://docs.google.com/document/d/1vZn3bldknKGUBiMNUBDmwES-KQrPh8ym8x9bynDmm9E/edit?usp=sharing)" activity and progressed to a discussion on "[What is AI Literacy?](https://docs.google.com/document/d/1-kIcmwf-kGqd4KSF9o0gAG0clTd-rkrfES5ZDRrg3Ew/edit?usp=sharing)".
> I liked the Defining AI Literacy activity. It reminded me of how specific AI definitions might be reviewed/discussed as we come together for AI in PSD, as the definitions are a good starting point. - Justin Towner
The team then explored Task Cards for educators on topics like "[Lesson Plans with GenAI](https://docs.google.com/document/d/1P_SkJXHqe7OAHxBMdKd6yaSl7kefL8YhAve3A77qpRk/edit?usp=sharing)", "[Digital Media with GenAI](https://docs.google.com/document/d/17-O8uV5F6zqJr4B7T_CJFLiHuMWjHUVjwVQ4NUp9iCw/edit?usp=sharing)", and "[Build-a-Bot](https://docs.google.com/document/d/1e9fZdG9iOLmr5JBDuTkIupw1HEOBctCXAL7-efpM5C8/edit?usp=sharing)". The morning session wrapped up with an activity on "[Meta-Prompting](https://docs.google.com/document/d/1Tp5DytSh_rx0q_FZ6JkzY0gMgT98AqjYpqlCerUfIzg/edit?usp=sharing)" and its potential to improve AI chatbot prompts.
### Co-creating Resources for PSD Teachers
In the afternoon, the team collaborated to develop a resource for district teachers. After brainstorming ideas, they focused on a chatbot to help teachers enhance lesson plans to better align with the district's Universal Design for Learning (UDL) framework.
> The bot development was fascinating to me, as I haven't had a lot of time to customize chat bots. I see the idea of narrowing down a bot to fit a specific goal within education (UDL focus) as something that could be powerful for educators. - Justin Towner
Using the "[Build-a-Bot](https://docs.google.com/document/d/1e9fZdG9iOLmr5JBDuTkIupw1HEOBctCXAL7-efpM5C8/edit?usp=sharing)" tool, they refined a system prompt and incorporated knowledge from the district's UDL Big 6 progression documents. Through iterative testing over a couple of hours, they aimed to create a chatbot that acts as an empathetic coach, guiding teachers in applying UDL principles to improve student learning. They developed a working prototype, but further refinement is needed before deployment to staff.
### Visit Reflections
> Being a part of this team has given me the opportunity to better understand how AI programs and tools work and have been tailored to the specific environment for use. With that understanding, I am better able to use the tools myself to get the desired output. I also feel more comfortable sharing these tools with others, especially those who may be hesitant to use AI because they don't know how it works. - Abbie Kiffin
This visit allowed experienced AI teachers to consider future steps for AI implementation. It provided an opportunity to explore pushing AI boundaries productively while also ensuring foundational resources for teachers new to AI. We thank the Stanford team and anticipate future collaborations.
- [How Can AI Tools Like ChatGPT Help Students With Accommodations?](https://psd401.ai/blog/helping-with-accomdations)
> Danielle Flores, Special Education Teacher at Henderson Bay High School shares how she is using AI tools to personalize learning for students with accomodations.
ChatGPT can make a huge difference in the field of Special Education. AI has the ability to help students with learning disabilities in practical and supportive ways. Through personalized instruction, AI can tailor lessons to fit each student’s needs, make reading easier by summarizing or simplifying text, or highlight important information. Additionally, AI can help students grow their vocabulary and give them helpful feedback on their writing.
There are early reports that AI has shown to be helpful in identifying possible learning disabilities in students, which will allow students to get the support they need sooner. By leveraging AI in the classroom, learning can become more accessible and effective for everyone.
### Creating Personalized Instruction for Every Student
One of ChatGPT’s best applications is to be used as a personalized tutor or assistant for a student. If given basic information about the student’s needs or learning styles, the chatbot can restructure curriculum material to suit them. Information can be presented in different formats and styles, such as restructuring a long-form text into bullet points, bolding text for easier reading, breaking up long paragraphs into smaller sections, and much more.
So what’s our takeaway? Students are able to take control of their learning process to get the help they need with near instantaneous responses.
### Using AI to Summarize Text
Summarizing a longform document or research text is a great first step to support students who are struggling with reading comprehension. Text can be copied and pasted into ChatGPT preceded by an instruction like;
```md
“Please summarize this text for me, it’s too complicated. Include bullet points.”
```
Additional or alternate instructions can be used to suit the learner’s style. For instance, instead of bullet points, you can ask it to help with comprehension using analogies. For example;
```md
“Please summarize this text for me, it’s too complicated. Use really simple language to help me understand the content, then provide some analogies to explain the content.”
```
Allowing students to see this summary alongside the original text can be helpful first step for the student to comprehend text that they are finding to be a bit beyond their current level.
Simplifying Text for Students
Another use case, which could be used as a preceding step or on it’s own, is having AI simplify content. Text can be copied and pasted into ChatGPT after given a prompt. An example prompt might be;
```md
“I will send you some text that is way too complicated for me. Can you please leave the information the same, but rewrite it to use much easier words and make it far easier to understand?”
```
This strategy is helpful for developing a student's reading comprehension skills. Students can work off of the simplified text to gain an understanding of the content, then compare it to the original text to develop their skills at understanding that higher reading level.
### Editing Text for Easier Reading
If you want the student to use the original text unmodified, having AI emphasize certain words or sections can assist students with complex writing. Similar to the above, text can be copied and pasted into ChatGPT preceded by an instruction like;
```md
“I will send you some text that is a little hard for me to understand. Can you keep the text the same, but bold the parts that seem the most important to understand the content?”
```
This is a tool you might choose to employ if a student is very close to achieving a new reading level, but needs more help to get there. This method changes the content the least, so is more a helpful nudge to fill the last gaps in the student’s comprehension.
### AI for Feedback
When students are producing writing of their own, feedback is a critical step to help them refine their work. It can often be difficult for a single teacher to provide high-quality feedback for every student within a short time frame. AI can help with this, as students are able to copy and paste their writing into ChatGPT after prompting it with instructions like;
```md
“I am writing an essay, and I would appreciate some feedback. The essay is about surviving in space, and I am being graded on structure, vocabulary, and grammar. Here is what I have so far, please let me know any ways I can improve the essay.”
```
This method gives students instant feedback on their work, which means they have more time to improve and revise their writing before its due date. If the feedback is too complex for the student to understand, they can ask ChatGPT to “please make your feedback simpler to understand.” Another benefit here is that since AI isn’t an actual person, students who might have anxiety about approaching their teacher or another advisor don’t need to grapple with those feelings and instead ask ChatGPT for help instead.
### Increasing Student Vocabulary
In many cases, students rely heavily on the same subset of words or phrases with little deviation. ChatGPT can help students expand their vocabulary in multiple ways. Students can use a prompt to asking ChatGPT how they could improve, such as;
```md
“I will send you some of my writing. I’m trying to figure out words or phrases that I overuse, are there any in my writing that I use too often?”
```
If a student is already aware they overuse certain words or phrases, they could ask ChatGPT the following to help them improve;
```md
“I find I keep using certain words or phrases over and over … I want to expand my vocabulary, can you give me recommendations? Here are the words I overuse…”
```
This is an easy way for students to expose themselves to new words and phrases that can improve their writing as well as their overall reading comprehension.
# AI for Teacher Workflow
As much as this tool helps students, it also has huge implications for improving teacher workflows. As previously mentioned, this makes creating individualized feedback more manageable. However, these tools can assist teachers in many other ways, like reducing time spent on writing assignments or rubrics. For example, a query like the following might help a teacher quickly generate a draft for an assignment that they can then revise to suit their needs;
```md
“I am a special education teacher for a class of high school students. I need to create a writing assignment about \_**\_, focusing on \_\_\_**. Please create the assignment outline and a rubric to go along with it. Please create the rubric in table format, and don’t include scores or percentages.”
```
You can also provide any additional information to have the AI curate the assignment to your needs, so the time invested in creating classwork can be greatly reduced. As ChatGPT is a chat-based interface, you can even revise and collaboratively work on an assignment with ChatGPT in an assistive role.
# The Future of Learning Disability Identification
We can already see the other possible benefits of AI tools, such as the possibility of AI analyzing student data. Looking at academic performance records, assessments results, behavior patterns, attendance records, and social-emotional data, the information could be processed so that AI can identify potential indicators or patterns that may suggest a learning disability. Similarly, AI could monitor students’ academic progress and compare it to established benchmarks or norms that are set for students in the current academic year. AI can identify consistent patterns, and point out areas where students are falling behind.
Advancements are happening quickly, and soon tools will be released that can improve the effectiveness of our current tools and strategies. Already, ChatGPT-4 has been released (although paywalled) and demonstrates large improvements over the base ChatGPT model.
Overall, AI can be an incredibly helpful tool to bridge learning gaps for special education students. Teaching students to engage with tools to provide personalized learning, breaking down complex texts, and assist with developing their own writing skills. AI’s capability to provide instant responses and process text in seconds presents a unique opportunity for supporting these learners and engaging with their specific learning needs. Given that AI will only become more relevant, teaching our students how to leverage AI for their learning is bound to produce great results.
- [Streamlining Educational Partnerships Through AI](https://psd401.ai/blog/streamlining-parnerships)
> Dan Dizon, Director of Talent, Recruitment, and Retention shares how he is using NotebookLM to interact and catalog university partnerships.
When you spend your days managing partnerships with 30 different universities, you learn to appreciate any tool that makes life easier. As PSD’s Director of Talent, Recruitment, and Retention, I’ve discovered that AI isn’t just making life easier — it’s transforming how we support the next generation of educators.
### From Drowning in Documents to Swimming in Success
Let’s be real; Coordinating student teacher placements used to be overwhelming. Each university partnership comes with its own unique agreement, requirements, and expectations. Imagine trying to keep track of hundreds of pages of documentation while ensuring every mentor teacher, student teacher, and administrator knows exactly what they need to do.
It was like trying to conduct an orchestra when every musician was given a different piece of music. That’s when Google Notebook LM entered my work.
When our district decided to embrace AI tools districtwide, I was skeptical. After all, managing future educators seems like a deeply human task. But Notebook LM has proved to be the assistant I desperately needed.
Here’s what the process with Notebook LM looks like;
1. I upload university agreements to Notebook LM.
2. I ask for specific requirements using natural language in my prompts.
3. Notebook LM provides me with organized summaries for each stakeholder group.
4. I draft personalized communications using accurate, consistent information.
What used to take hours now takes minutes. But more importantly, it’s allowed me to be more responsive and supportive of my team and everyone involved in the process.
### What This Means for Our Educational Community
The efficiency gains are great, but the real impact goes deeper. Every minute saved on paperwork is a minute I can spend on meaningful conversations with potential mentor teachers; supporting student teachers through their journey; building stronger relationships with our university partners; identifying and developing future talent for our district.
As someone who’s spent years in talent development, I’ve seen plenty of “revolutionary” tools come and go. What makes this different is how it enhances rather than replaces the human element of our work. AI handles the heavy lifting of document analysis, letting us focus on what really matters — building relationships and supporting educators.
And this is just the beginning. With these tools streamlining our administrative processes, we’re exploring new ways to enhance our student teacher program. Our AI-enhanced processes means we can focus on what matters most, helping develop the next generation of great teachers.
_Dan Dizon leads talent recruitment and retention for Peninsula School District, bringing a blend of educational expertise and talent development experience to support our staff. Connect with him to learn more about mentorship opportunities, partnerships, or about current career opportunities._
- [Fine-tuning Meta Llama3-2-1b-Instruct model with Custom School District Dataset](https://psd401.ai/blog/fine-tuning-llm-with-local-data)
> Process and steps necessary to allow a school or district to fine-tune their own llm with data that matters to them.
_Mary Precious Feutsop Ngouane was a college extern from Carelton College that worked with the Peninsula School District in December of 2024 on fine tuning a large language model with our own internal datasets. This story is a description of how this process was done._
Fine-tuning large language models (LLMs) is like teaching an experienced professional new tricks specific to your field. In this technical guide, we will walk through the practical process of fine-tuning the Llama 3-2-1b-Instruct model using your own dataset – no PhD in machine learning required. Focusing on easy practical implementation steps and key technical considerations, you will be able to adapt a general-purpose model to your specific needs accessible locally on your computer.
Before we dive into implementation, let's gather the essential tools and resources for this project:
- Your Custom Dataset
This will be the foundation for teaching the model to understand and respond in ways that align with your requirements and use cases.
- Hugging Face Account🤗
You will need an account to access the [Llama3-2-1b-Instruc](https://huggingface.co/meta-llama/Llama-3.2-1B-Instruct)t model and host both your fine-tuned model and dataset. If you don't have one yet, take a moment to create an account at [Hugging Face](https://github.com/huggingface) 🤗. Before accessing the Llama model, you will need to request permission from the authors. This involves reading and accepting the terms of use, followed by submitting an access request. My request was approved 30 minutes after I submitted, but the approval time might vary.
- Google Colab Notebook
This cloud platform lets you run the training process without complex local setup. While the free version works perfectly fine for the fine-tuning process, you might want to consider the paid version with GPU access if you are working with larger datasets or need faster training times.
Now that we know what we need for this project, let’s get started\!
**Data Preparation**
Data preparation and formatting are very important for a successful fine-tuning process. Even with flawless code implementation, improperly formatted data will cause the model to terminate early in the process, often without clear error messages outputted. Let's start by ensuring your dataset meets the requirements for fine-tuning to avoid these silent failures.
The Llama3-2-1b-Instruct model requires a specific conversational format for fine-tuning, consisting of three essential components:
1. A system message that provides context/personna for the model
2. A user message containing the prompt
3. An assistant message containing the response
Each training entry must be structured as a dictionary with a 'messages' key. This key contains a list of dictionaries, where each dictionary has two elements:
- A 'role' key specifying either 'system', 'user', or 'assistant'
- A 'content' key containing the actual message text
The formatting looks like:
```json
{
"messages": \[
{
"role": "system",
"content": "You are a study skills coach. Help students develop effective learning strategies and academic skills."
},
{
"role": "user",
"content": “I have a history exam next week covering the entire semester, and there is so much material to review. How should I organize my study time?”
},
{
"role": "assistant",
"content": “Let's create a structured approach for your history exam preparation. First, gather all your class notes, readings, and past assignments. Break the semester's content into main themes or time periods. Start with a quick review of each section to identify areas where you need more focus. Create summary sheets for key events, dates, and concepts”
}
\]
}
```
During the fine-tuning process, the model will specifically look for the 'messages' key in your dataset structure. When this key is missing, the model will generate a warning, but you won't see it in the standard Colab output – it only appears in the runtime logs. This can be particularly challenging to troubleshoot since the training process will terminate early without obvious errors. You will know something went wrong if the process only produces a single ‘training_params.json’ file instead of the complete set of training output files.
I formatted the data as JSONL (JavaScript Object Line Notation) for easier processing and compatibility with the fine-tuning requirements. Below is the Python code for preprocessing and cleaning your dataset. When adapting this code, you might want to consider carefully which columns from your dataset should map to user prompts versus assistant responses. The system message can remain constant across all entries, and any additional metadata columns can be removed.
```py
import pandas as pd
import json
def filter_json(inputFile, outputFile, columnsToKeep):
with open(inputFile, 'r', encoding='utf-8') as infile, open(outputFile, 'w', encoding='utf-8') as outfile:
for line in infile:
#parse each line in the input file
data = json.loads(line)
#Create the user_prompt
user_prompt = f"title: {data['title']} \n keywords: {data['keywords']}"
#Create the message structure
formatted_data = {
"messages": [
{
"role": "system",
"content": "You are a tech support assistant for school district staff. Provide clear, step-by-step solutions to technical problems, using patient and respectful language to guide users through troubleshooting processes."
},
{
"role": "user",
"content": user_prompt
},
{
"role": "assistant",
"content": data['description_text']
}
]
}
#Write formatted data into new file
outfile.write(json.dumps(formatted_data, ensure_ascii=False) + '\n')
inputFile = 'dataset.jsonl'
```
**Connecting to Hugging Face**🤗 **and Uploading the Dataset**
Now that our dataset is ready, we can go ahead and push it to the Hugging Face🤗 hub as follows:
Install the huggingface_hub library
```py
!pip install huggingface_hub
```
Connect to your Hugging Face🤗 account
To connect to your Hugging Face🤗 account, you will need to create a [personal access token](https://huggingface.co/docs/hub/en/security-tokens)
```py
from google.colab import userdata
HF_USERNAME = "YOUR_USERNAME" # @param {"type":"string","placeholder":"HuggingFace Username"}
HF_TOKEN = userdata.get('HF_TOKEN')
```
Google Colab gives you the possibility to save your token under secrets (the little key symbol on the sidebar), for use throughout the notebook.
Choose the dataset name and push it to the Hugging Face🤗 hub
```py
from huggingface_hub import HfApi, upload_file, login
# Authenticate with Hugging Face if needed
login()
# Define the repository details
username = HF_USERNAME
dataset_name = "YOUR_DATASET_NAME" # @param {"type":"string","placeholder":"Dataset Name"}
repo_id = f"{username}/{dataset_name}"
# Path to your dataset file
dataset_path = "LOCAL_PATH_TO_YOUR_DATASET" #
# Initialize the HfApi client
api = HfApi()
# Create a new dataset repository
api.create_repo(repo_id=repo_id, repo_type="dataset", exist_ok=True)
# Upload the dataset file to the repository
upload_file(
path_or_fileobj=dataset_path,
path_in_repo="YOUR_DATASET_NAME",
repo_id=repo_id,
repo_type="dataset",
commit_message="YOUR_COMMIT_MESSAGE",
)
print(f"Dataset '{repo_id}' has been successfully pushed to the Hugging Face Hub.")
```
You can check your Hugging Face🤗 account to make sure the dataset is present. Once done, you can move with fine-tuning the model on your custom dataset.
**Fine tuning the model**
The following steps walk you through the fine-tuning process:
Install Autotrain advanced
```py
!pip install autotrain-advanced
```
Set fine tuning parameters
```py
from autotrain.params import LLMTrainingParams
from autotrain.project import AutoTrainProject
model_name = "meta-llama/Llama-3.2-1B-Instruct" # @param {"type":"string","placeholder":"original model name"}
data_path = "PATH_TO_DATASET_REPO_IN_HF" # @param {"type":"string","placeholder":"path to dataset on HF"}
project_name = "YOUR_MODEL_NAME" # @param {"type":"string","placeholder":"new model name"}
params = LLMTrainingParams(
model = model_name,
data_path = data_path,
chat_template="tokenizer",
text_column="messages",
train_split="train",
trainer="sft",
epochs=5,
batch_size=1,
lr=2e-5,
peft=True,
quantization="int8",
target_modules="all-linear",
padding="right",
optimizer="paged_adamw_8bit",
scheduler="cosine",
gradient_accumulation=8,
mixed_precision="bf16",
merge_adapter=False,
project_name = project_name,
log="tensorboard",
push_to_hub=False,
username=HF_USERNAME,
token=HF_TOKEN,
)
```
The data_path is typically in the form: “HF_ACCOUNT_NAME/DATASET_REPO_NAME”
Run the fine-tuning process
```py
project = AutoTrainProject(params=params, backend="local", process=True)
project.create()
```
If your fine-tuning process ran successfully, you should be able to see a bunch of files generated containing information about the training process. If only the training_params.json file is generated, check the format of your data, making sure that it is formatted as specified above. The model won’t train if your data is not in the right format.
**Pushing the model to the Hugging Face**🤗 **hub**
Before pushing your fine-tuned model to Hugging Face🤗, you will need to remove your authentication token from the parameters. Google Colab blocks uploads containing tokens as a security measure, preventing accidental exposure of your credentials. Once you have removed the token, you can proceed with uploading your model to the hub.
Remove the HF token from the params file
```py
# Load the training_params.json file
import json
with open("/content/{project_name}/training_params.json", "r") as f:
training_params = json.load(f)
# Remove the token
if "token" in training_params:
del training_params["token"]
# Save the modified file
with open(f"/content/{project_name}/training_params.json", "w") as f:
json.dump(training_params, f, indent=4)
print("HF_TOKEN removed from training_params.json")
```
Push the model to the hub
```py
from huggingface_hub import HfApi
repo_id = f"{HF_USERNAME}/{project_name}"
# Create and push to a new repository
api = HfApi()
api.create_repo(repo_id=repo_id, exist_ok=True, token=HF_TOKEN)
# Upload files from the local directory to the new repository
folder_path = f"/content/{project_name}"
api.upload_folder(
folder_path=folder_path,
repo_id=repo_id,
repo_type="model",
token=HF_TOKEN
)
```
The model is now accessible on your Hugging Face🤗 account, ready to be downloaded and used. You can access it either directly on your local machine or through Google Colab.
**Creating a GGUF format of the model**
To deploy your model for practical applications like local chatbots or AI systems such as Ollama, you will need to convert it to GGUF format. This format is optimized for efficient loading and inference, though you will still need a computer with sufficient GPU resources to run it effectively.
Merge the fine-tuned and base models to have it as a standalone
```py
from peft import PeftConfig, PeftModel
from transformers import AutoModelForCausalLM, AutoTokenizer
# Load the base model
base_model_name = "meta-llama/Llama-3.2-1B-Instruct"
model = AutoModelForCausalLM.from_pretrained(base_model_name)
# Load the fine-tuned model
adapter_model_name = "HF_FINED_TUNED_MODEL_PATH"
model = PeftModel.from_pretrained(model, adapter_model_name)
# Merge and save
model = model.merge_and_unload()
model.save_pretrained("MERGED_MODEL_NAME")
# Save the tokenizer
tokenizer = AutoTokenizer.from_pretrained(adapter_model_name)
tokenizer.save_pretrained("MERGED_MODEL_NAME")
print("Successful merging")
```
Convert to gguf format
```py
!git clone https://github.com/ggerganov/llama.cpp.git
#Installing required python libraries
!pip install -r llama.cpp/requirements.txt
#verify the script is there and understand the various options
!python llama.cpp/convert_hf_to_gguf.py -h
#Convert the hf model to gguf format
!python llama.cpp/convert_hf_to_gguf.py merged_psd_solutions_model \
--outfile psd_solutions_model.gguf \
--outtype q8_0
#Verify that the gguf model was created
!ls -lash psd_solutions_model.gguf
#Pushing the gguf model to huggingface
from huggingface_hub import HfApi
api = HfApi()
model_id = "NEW_REPO_FOR_GGUF_MODEL"
api.create_repo(model_id, exist_ok=True, repo_type="model")
api.upload_file(
path_or_fileobj="GGUF_FILE_NAME.gguf",
path_in_repo="GGUF_FILE_NAME.gguf",
repo_id=model_id,
)
```
Typically the new repository for the gguf model should look like : “account_name/model_name”
**Downloading the model from Hugging Face**🤗
The GGUF format produces a single file that you can download directly from Hugging Face🤗. To download the original version, you can proceed as follows:
```py
from huggingface_hub import snapshot_download
model_id = "PATH_TO_MODEL_REPO" # @param {"type":"string","placeholder":"HF repo name"}
local_dir = "LOCAL_PATH_FOR_YOUR_MODEL" # @param {"type":"string","placeholder":"local directory"}
# Download the model using snapshot_download
snapshot_download(repo_id=model_id,local_dir=local_dir)
```
**Prompting the model**
Before prompting the model, let us fit the output to the screen.
```py
from IPython.display import HTML, display
def set_css():
display(HTML('''
'''))
get_ipython().events.register('pre_run_cell', set_css)
```
Prompt the model
```py
# @title Prompt the model
from transformers import pipeline
# Specify the local path where the model is saved
local_model_path = "LOCAL_PATH_FOR_MODEL" # @param {"type":"string","placeholder":"path to the model"}
# User input prompt for the message content
user_input = "ENTER_A_PROMPT" # @param {"type":"string","placeholder":"prompt"}
# Load the model from the local path
pipe = pipeline("text-generation", model=local_model_path, device=0) # Device=0 for GPU or -1 for CPU
# Function to send a new message using the already-loaded pipeline
def send_message(content):
messages = [{"role": "user", "content": content}]
response = pipe(messages, max_new_tokens=400) # Adjust max_new_tokens as needed. 400 is often insufficient
# Extract just the assistant's response content
if isinstance(response, list) and len(response) > 0:
if 'generated_text' in response[0]:
generated_text = response[0]['generated_text']
if isinstance(generated_text, list):
for message in generated_text:
if message.get('role') == 'assistant':
return message.get('content', '')
# Fallback: return the full response if we can't parse it
return str(response)
# Generate the initial response using the user input
initial_response = send_message(user_input)
print("Initial response:", initial_response)
# You can send another message with:
#new_message = "ENTER_A_ANOTHER_PROMPT"
#response = send_message(new_message)
#print("Response to new message:", response)
```
You have now successfully fine-tuned the Meta Llama3-2-1b-Instruct model on your custom dataset. If you have advanced knowledge of model training, you can experiment with different hyperparameters to further optimize the model's performance for your specific use case.
Acknowledgments:
- The [notebook I learned the process from was written by Jeremie Rostan](https://colab.research.google.com/drive/1BypTXk-gmmlQQ0hqofyAmIUBseRjalX1?usp=sharing)
- [Welcome to the Peninsula School District AI Knowledge Sharing Hub](https://psd401.ai/blog/why-this-website)
> The story behind why we decided to put this website together and our goals moving forward.
## Welcome to PSD401.ai
At Peninsula School District, we've fully embraced artificial intelligence in education, leading the way in exploring AI's impact on both instruction and operations. As we've shared our work with districts across the country, we recognized the need for a central hub to showcase how our staff and students are using AI. This website serves as that hub - a place to share examples, stories, and use cases that demonstrate how AI is transforming our schools.
This site also serves as our experimental ground for testing new AI technologies in storytelling. We'll be implementing interactive elements inspired by platforms like [Every.to](https://every.to/p/introducing-extendable-articles), allowing us to refine these approaches before incorporating them into our district's primary communications.
### What You'll Find Here
Our content is organized into six key sections:
- **Guidance & Guidelines**
While we haven't established formal policies, we've developed comprehensive guidance for staff, students, and parents to navigate AI integration. This section provides access to all our current guidelines and frameworks.
- **Blog**
Explore firsthand experiences from across our organization - from practical how-to guides and impact stories to in-depth technical articles.
- **Presentations**
Access our repository of presentations given to both internal and external audiences, showcasing our AI initiatives and learnings.
- **Tools**
Browse our curated catalog of AI tools available to our staff and students, including:
- Purchased products
- Free resources
- Open-source tools deployed in our private environments
- Custom tools developed internally
- **Research & Articles**
Stay current with our carefully curated collection of articles and research on AI's impact in education, helping you find answers to your questions about AI integration in schools.
- **Use Cases**
Inspired by [EdTech Insiders](https://www.edtechinsiders.ai/), this section catalogs particularly impactful AI applications in our district. Instead of just linking to specific websites, we share detailed prompts and methodologies that can be adapted to any AI tool.
### Share Your Experience
We welcome contributions from our community! If you have stories, research, or use cases you'd like to share on our website, please contact [hagelk@psd401.net](mailto:hagelk@psd401.net).
Our goal is to provide valuable insights and practical examples for anyone looking to expand AI usage in their schools. We invite you to explore, learn, and contribute to our growing knowledge base.
## Optional Resources
### Presentations
- [From Vision to Innovation: Aligning District Strategic Planning with Technology Leadership](https://psd401.ai/presentations/from-vision-to-innovation)
> A keynote on how small districts can leverage AI strategically by anchoring technology decisions to their strategic plan, building governance structures, and fostering internal innovation capacity.
**From Vision to Innovation: Aligning District Strategic Planning with Technology Leadership**
Superintendent Krestin Bahr and Director of Research & Assessment James Cantonwine presented this keynote at the School Administrators of Montana (SAM) Conference on March 23, 2026. The presentation addresses how small and rural districts can turn their size into a strategic advantage when adopting AI and emerging technology — moving beyond efficiency gains toward genuine innovation anchored to district strategic priorities.
**Key Takeaways:**
- **The Small-District Advantage:** Shorter decision chains, higher relational trust, and faster iteration cycles mean small districts can move from idea to implementation without months of committee work. Constraints drive creativity rather than limit progress.
- **AI Fills Roles the Budget Can't:** AI can serve as an on-demand instructional coach, translation service, data analyst, and feedback partner — roles small districts often can't afford to staff but desperately need.
- **The Efficiency Plateau is Real:** The most common AI adoption pattern in education is teachers discovering a tool, settling into one or two time-saving features, and never moving beyond efficiency. Without leadership support, adoption stalls at "doing the same things faster."
- **Three Teachers, Three Patterns:** The presentation identifies three distinct adoption archetypes — the Efficiency Plateau (same tasks, just faster), New Capability (doing something previously impossible, like real-time multilingual support), and Unscalable Innovation (a teacher so far ahead the system can't keep up).
- **The Leadership Triad:** Effective AI governance requires three functions — the superintendent as vision-holder, technology leadership as architect and risk manager, and research/assessment as the voice of evidence. In small districts, one person often fills all three roles, making the framework even more critical.
- **Three Governance Principles:** Anchor decisions to strategic priorities (not vendor pitches or fear), test and measure before scaling, and make adult AI use visible and normalized rather than hidden.
- **Build, Don't Just Buy:** Tools like Claude Code enable districts to build exactly what they need at a fraction of vendor costs. PSD's LessonLens — a private, AI-powered instructional coaching tool — was built by a non-coder for $200 with ongoing costs under $2 per teacher.
**Actionable Insights:**
- **Make the Invisible Visible:** Have an honest conversation with staff about who's using AI and for what. Naming it and normalizing it is where trust begins.
- **Assign the Research Role:** Even 10% of someone's time dedicated to scanning, vetting, and recommending AI tools changes the dynamic from reactive to strategic. Without this function, districts face either paralysis (nothing adopted) or chaos (everything adopted).
- **Ask the Right Question:** For your top strategic priority, ask whether AI could help you do something you currently can't do — not just do what you already do, faster. That distinction separates innovation from mere efficiency.
- **Governance Before Tools:** The principal observation tool example illustrates choosing augmentation over automation — building a tool that makes principals better observers rather than one that writes evaluations for them. That's a leadership decision expressed as technology.
- **Connect Every Tool to Strategy:** The presentation maps each PSD tool (observation tool, LessonLens, multilingual AI, legislation tracker) directly to a strategic priority (academic excellence, innovation, belonging, fiscal responsibility), with a feedback loop for measuring impact.
**Looking Ahead:**
The presentation challenges the assumption that AI adoption requires large budgets, dedicated tech teams, or vendor partnerships. By anchoring technology decisions to strategic plans, building lightweight governance structures, and empowering internal innovators, districts of any size can move from reactive technology adoption to intentional innovation. The key shift is from asking "what tools should we buy?" to "what problems can we now solve that we couldn't before?" — and having the governance discipline to measure whether those solutions are actually changing practice and reaching students.
- [Getting Started with PSD AI Studio: A Practical Introduction for Teachers](https://psd401.ai/presentations/psd-ai-studio-training)
> A hands-on professional development session introducing PSD staff to the district-hosted AI Studio platform, covering navigation, prompt engineering, classroom applications, and privacy guidelines.
**Getting Started with PSD AI Studio: A Practical Introduction for Teachers**
This professional development session was presented to Peninsula School District staff on March 13, 2026. The training provides a practical, low-stakes introduction to the district's AI Studio platform at aistudio.psd401.ai — covering everything from logging in and choosing the right model to writing effective prompts and using AI responsibly in the classroom.
**Key Takeaways:**
- **District-Hosted and Private:** PSD AI Studio is built and hosted by the district, not a third-party app. It provides access to frontier AI models (Claude, GPT, Gemini) with data processed on district servers and student privacy protected — at 90% cost savings versus individual subscriptions.
- **Choosing the Right Model:** The training distinguishes between flash models (fast, efficient, great for well-defined tasks) and reasoning models (slower, more deliberate, better for complex multi-step problems) — helping staff match the tool to the task.
- **The CRAFT Prompting Framework:** Effective prompts include Context (who are your students?), Role (tell AI who to be), Action (what do you need?), Format (list, table, lesson plan?), and Tone (formal, friendly, student-facing?). Hitting 3-4 of these elements dramatically improves results.
- **The Dictation Efficiency Hack:** Enabling macOS dictation (double-tap Command) and simply talking to the AI — telling it what you want and asking it to ask you for the information it needs — is the fastest path to quality results.
- **Differentiation at Scale:** AI can rewrite texts at multiple reading levels, generate IEP goal language and curriculum modifications, create scaffolds for multilingual learners, and build tiered assignment versions — ensuring every student has access to grade-level content.
- **Assessment and Feedback Support:** AI can draft formative checks, exit tickets, rubrics, and written feedback on student work. The key principle: AI drafts the feedback, you personalize and deliver it.
**Actionable Insights:**
- **Start with One Task:** Identify one thing AI can take off your plate next week — planning, communication, and administrative tasks are perfect low-stakes starting points with high reward.
- **Use the District Platform:** Always use AI Studio for professional AI tasks rather than personal accounts. This ensures data privacy and compliance with district guidelines.
- **Be Transparent About AI Use:** Model for students what responsible AI use looks like. Don't hide your usage — instead, teach students to use AI as a thinking partner, not a shortcut.
- **Shift the Academic Integrity Question:** Instead of asking "how do we catch AI cheating," focus on designing tasks where thinking is the point — emphasizing process, reflection, and application.
- **Review Everything:** AI can be wrong or biased. Always review AI-generated content before using it with students. You are the expert on your students; AI is your assistant.
**Looking Ahead:**
The district is developing clear guidance on academic integrity and AI use — staff should watch for updates. The goal is not perfection but experimentation and growth. Starting small with one tool and one task, sharing what works with colleagues, and iterating based on results will build the confidence and capacity needed to make AI a meaningful part of professional practice across the district.
- [Unlocking Efficiency: Leveraging AI in Public School District Operations](https://psd401.ai/presentations/aasa-nce-2026)
> A conference session demonstrating how Peninsula School District uses AI across operations — from prompt engineering and deep research to agentic skills, legislation tracking, and custom-built tools on a district-hosted AI platform.
**Unlocking Efficiency: Leveraging AI in Public School District Operations**
Superintendent Krestin Bahr and Chief Information Officer Kris Hagel presented this session at the AASA National Conference on Education (NCE) on February 13, 2026. The presentation walks district leaders through a practical progression of AI capabilities — from foundational prompting techniques to advanced agentic workflows — showing how Peninsula School District has moved from basic AI use to operational transformation.
**Key Takeaways:**
- **Prompting Progression — Good to Best:** The session demonstrates three tiers of prompt quality: a vague request ("suggest ways to adjust the budget"), a better-scoped query (specifying state, context, and format), and a best-practice prompt that assigns a role, attaches data, defines constraints, and requests structured output with ripple-effect analysis.
- **Socratic Prompting Unlocks Reasoning:** Breaking complex requests into three steps — a theoretical question, a framework question, and an application question — activates deeper reasoning in AI models and produces significantly better results than single-prompt approaches.
- **Privacy as the Foundation:** Data privacy determines what you can do with AI. PSD's AI Studio is a custom-built, district-hosted platform on AWS that provides staff access to frontier models (Claude, GPT, Gemini) in a secure environment — open source and available at github.com/psd401/aistudio.
- **Augmentation Over Automation:** When principals wanted to use AI to write teacher evaluations, PSD deliberately built a tool that refuses to evaluate — instead helping principals code observations, organize notes, identify gaps, and prepare coaching conversations. A leadership decision expressed as technology.
- **Deep Research for Community Engagement:** PSD uses AI deep research capabilities to analyze diverse constituent groups and generate tailored messaging strategies — turning complex community dynamics into actionable communication plans.
- **Legislation Tracking at Scale:** What started as a single prompt querying Washington's legislative feed has evolved into a scheduled assistant that monitors bills, assesses fiscal impact, and is expanding to include bill-specific research and auto-drafted testimony.
- **Agentic Skills — The Next Frontier:** Agent skills go beyond prompt chains by incorporating reusable code, resources, and system integrations. PSD demonstrates real workflows: RedRover absence management, Freshservice ticket handling with brand guidelines, and automated morning briefings that synthesize data from multiple district systems.
**Actionable Insights:**
- **Start with Voice:** Enable dictation and simply talk to AI about what you need. Ask it to write its own prompt based on your goals — this is the fastest path to quality results for non-technical users.
- **Build Your Own Platform:** Districts don't need to rely on third-party AI vendors. PSD's AI Studio is open source and available for any district to deploy, providing secure access to frontier models at 90% cost savings versus individual subscriptions.
- **Use Prompt Chaining for Complex Tasks:** Break multi-step operational challenges into connected prompts — each building on the previous result. This applies to financial analysis, strategic planning, and policy development.
- **Invest in the Skill Layer:** Agent skills create reusable, system-integrated workflows that compound over time. Start with high-frequency operational tasks (attendance, tickets, briefings) and expand to instructional data and board reporting.
**Looking Ahead:**
PSD's roadmap includes instructional data integration, weekly board report automation, social media scanning, expanded training for cabinet and operations staff, Schoology skills for teachers, and skill integration directly into AI Studio. The trajectory is clear: from individual prompts to organizational intelligence — where AI doesn't just answer questions but actively surfaces insights, connects systems, and supports decision-making across every level of district operations.
- [Prompt Alchemy: Designing AI Assistants with Prompt Chaining](https://psd401.ai/presentations/prompt-alchemy)
> A workshop delivered at the 2025 WERA Conference on Prompt Chaining
**Prompt Alchemy: Designing AI Assistants with Prompt Chaining**
This advanced workshop, presented by Kris Hagel and James Cantonwine from the Peninsula School District, moves beyond single prompts to teach "prompt chaining"—a powerful technique for designing reliable, multi-step AI assistants and agents for complex educational tasks.
**Key Takeaways:**
- **Prompt Chaining as the Core Technique:** The session introduces "prompt chaining" as a method to break down a complex task into a series of distinct, connected prompts. Unlike a single large prompt, this approach creates a clear, auditable workflow (e.g., Step 1: Clean Data → Step 2: Analyze Patterns → Step 3: Draft Communication), which is ideal for tasks like MTSS data analysis or board summaries.
- **The PSD AI Ecosystem:** The presentation showcases the district's integrated approach:
- **psd401.ai (The Hub):** The public-facing site for all AI principles, policies, and guidance.
- **AI Studio (The Tool):** A self-hosted, open-source, and privacy-first AI platform that allows educators to build their own tools in a secure environment without sending data to third-party vendors.
- **Future-Proofing Skills Over Tool Mastery:** The presenters emphasize an agile strategy, focusing on learning transferable logic like prompt chaining, which works across any AI platform (AI Studio, ChatGPT, Claude, etc.). This approach mitigates the risks of vendor lock-in and model updates ("model drift").
- **Hands-On Building Experience:** This is a "build-along" workshop. After a live demonstration, participants engage in a hands-on lab to storyboard and construct their own multi-step AI assistant using the AI Studio's "Assistant Architect."
- **Rubric for Evaluating AI Assistants:** A key deliverable is a rubric for evaluating chained prompts and AI assistants based on four critical dimensions: **Accuracy & Reliability**, **Transparency**, **Ethics & Safety**, and **Impact & Efficiency**.
**Actionable Insights for Educators and Leaders:**
- **Adopt Prompt Chaining for Complex Tasks:** For multi-step processes, move away from single "mega-prompts." Instead, break the work into a chain of smaller, verifiable prompts where the output of one step becomes the input for the next.
- **Prioritize Auditable and Transparent Workflows:** Focus on creating AI assistants where each intermediate step can be inspected and verified by a human. This is crucial for maintaining accuracy and ethical oversight.
- **Explore Self-Hosted, Privacy-First Solutions:** Investigate the potential of a self-hosted platform like PSD's open-source AI Studio to create safer, more controlled environments for working with student-adjacent data.
- **Use the Provided Rubric to Evaluate AI Tools:** When building or adopting AI assistants, use the four-part rubric to assess whether they are accurate, transparent, ethical, and truly efficient.
- **Focus on Principles, Not Just Platforms:** Center your district's AI strategy on enduring principles like "Human in the Loop" and data privacy, which will remain relevant even as specific AI tools and models change.
**Looking Ahead:**
"Prompt Alchemy" shifts the paradigm from being a simple AI _user_ to becoming an AI _designer_. The presentation empowers educators and leaders to move beyond basic chat interactions and start building their own custom, privacy-aware AI assistants that are tailored to solve real-world educational challenges. This approach fosters a culture of innovation, agility, and responsible AI use.
- [I've Started My District's AI Journey, Now What?](https://psd401.ai/presentations/started-journey-now-what)
> A breakout session delivered at the 2025 AASA AI Super Summit on some of our learnings from four years of AI embrace and where do we go from here.
**I've Started My District's AI Journey, Now What? A Roadmap for the Next Phase**
This presentation, delivered at the AASA AI Super Summit on November 18, 2025, by Peninsula School District leaders, offers critical lessons learned and a forward-looking roadmap for districts that have already begun their AI implementation.
**Key Takeaways:**
- **Foundation of Innovation:** The district's journey is grounded in its strategic plan's goal of innovation, providing the latitude to explore new frontiers like AI, even if some initiatives (like the Metaverse) don't pan out.
- **Teacher-Driven, Iterative Process:** The district's AI work was driven from the ground up by teachers, starting with ELA and expanding. A key lesson learned was the need to involve principals earlier and more deeply in the process.
- **Public Sharing is Crucial:** The district maintains a public website, **psd401.ai**, to share everything from guidance and policies to implementation stories, approved tools, and a catalog of real-world use cases.
- **Continuous Learning and Refocusing:** The journey requires constant evaluation. The district identified three key groups for focused professional development:
1. **Clerical Staff:** Huge productivity gains were seen with targeted training.
2. **Principals:** Recognized as a group needing more focused training on AI's instructional and personal practice applications.
3. **Students:** Acknowledged as learning about AI from informal sources (TikTok, Discord, Reddit) and possessing more knowledge than adults often assume.
- **Set Clear Expectations:** The district is establishing explicit expectations for the 2025-2026 school year: student AI use is _not_ considered cheating, and all staff are expected to find ways to use AI in their work.
- **Buying an AI Tool Isn't a Silver Bullet:** A critical "hot take" is that purchasing a tool alone is not a comprehensive AI strategy. The tools must align with the district's core instructional beliefs and either advance the work or help staff grow, not just sidestep important cognitive tasks.
- **PSD AI Studio: Building Custom Solutions:** To address the gap between generic AI tools and district-specific needs, the district developed its own open-source AI platform. This allows them to build custom assistants that align with their instructional philosophy, such as an observation assistant for principals that codes evidence and suggests coaching conversations rather than writing the evaluation.
- **Embrace Discomfort and Ambiguity:** The second "hot take" is that the pace of change required is immense, and comfort with ambiguity is now a critical leadership skill. Waiting for certainty means falling further behind.
**Actionable Insights for District Leaders:**
- **Go Beyond Purchasing a Tool:** Critically evaluate how any AI tool aligns with your district's instructional framework and values. Does it enhance thinking or merely reduce it?
- **Engage All Stakeholder Groups:** Don't overlook the professional development needs of clerical staff and principals. Actively listen to students to understand their real-world AI usage and concerns.
- **Establish Clear, Proactive Guidelines:** Move from a reactive to a proactive stance. Explicitly state that AI is a tool for learning and set expectations for its use by all staff.
- **Consider Building, Not Just Buying:** For core instructional or operational processes, explore creating custom AI assistants that are deeply contextualized with your district's frameworks, rubrics, and beliefs. The PSD AI Studio is offered as an open-source model.
- **Lead Through Ambiguity:** Acknowledge that you won't have all the answers. The most important step is to keep moving, learning, and adapting. The greatest disservice is inaction.
- **Share Your Work:** Contribute to the collective learning of the education community by sharing your district's AI journey, including both successes and failures.
**Looking Ahead:**
This presentation is a candid reflection on the realities of a district's AI journey after the initial "start-up" phase. It's a call for deeper, more intentional integration that aligns AI tools with core educational values. The development of the PSD AI Studio signals a move towards creating bespoke, context-aware AI that can truly enhance, rather than replace, the critical work of educators. The message is clear: the AI journey is not a destination but a continuous process of learning, evaluating, and evolving.
- [Preparing Education Leaders to Manage AI](https://psd401.ai/presentations/preparing-education-leaders)
> A breakout session delivered at the 2025 Council of Chief State School Officers on supporting LEAs to lead around Artificial Intelligence
**Preparing Education Leaders to Manage AI: A State-Level Playbook**
This presentation, delivered on October 31, 2025, to the Council of Chief State School Officers (CCSSO), provides a strategic guide for State Education Agencies (SEAs) on how to effectively support Local Education Agencies (LEAs) and school leaders in navigating the complexities of Artificial Intelligence.
**Key Takeaways:**
- **Principles Over Policy:** A central theme is that rigid policies struggle to keep pace with rapid technological change. Instead, leaders should establish enduring principles—such as Human-in-the-Loop, Privacy by Default, Equity by Design, and Transparency—to guide decision-making.
- **Actionable Solutions Over Problem Lists:** The presentation advocates for providing leaders with practical "playbooks" and real-world examples rather than abstract problem catalogs. Guidance should be actionable, with clear next steps.
- **Empower Principal Agency:** Effective state support focuses on empowering school principals and local leaders, avoiding over-centralization of the work. This includes providing resources, training, and networking opportunities.
- **Three Core Needs of LEAs:** State agencies should focus on supporting LEAs in three key areas:
1. **Guidance:** Providing principles, model language, and lists of state-approved tools.
2. **Capacity-building:** Offering networking opportunities, micro-credentials, and turnkey professional development modules.
3. **Infrastructure:** Assisting with clear data privacy language and the setup of secure AI "sandboxes."
- **PSD as a Case Study:** The Peninsula School District's journey is presented as a model of teacher-driven innovation, highlighting the importance of starting with classroom practitioners and learning from the process (including the lesson to involve principals earlier).
- **Addressing Privacy Concerns:** A key technical solution is proposed: running generative AI on SEA or LEA servers to keep all interactions and data governed by existing privacy agreements.
**Actionable Insights for State Leaders:**
- **Focus on Providing Playbooks, Not Problem Lists:** Create practical resources like checklists and templates that local leaders can immediately adapt and use.
- **Prioritize Principles Over Prescriptive Policies:** Develop and share a core set of ethical principles that can guide decision-making in novel situations as technology evolves.
- **Address the Three Core Needs of LEAs:** Strategically plan how your agency can provide support across guidance, capacity-building, and infrastructure.
- **Empower Principals and Local Leaders:** Create opportunities for principals to learn alongside their staff, lead through discomfort, and be nimble in their approach to AI tools.
- **Foster 'Intrapreneurship':** Encourage staff within your own agency and in LEAs to identify problems and construct AI-powered solutions.
- **Investigate Secure Infrastructure:** Explore the feasibility of hosting AI models on state or local servers to provide a secure environment for educators and students.
**Looking Ahead:**
This presentation serves as a call to action for state education leaders to become proactive partners in the AI journey. By shifting the focus from top-down policy to empowering local innovation through guiding principles and actionable support, SEAs can help prepare school leaders to manage AI effectively. The ultimate goal is to build a statewide ecosystem that is ready to leverage AI's potential while responsibly mitigating its risks.
- [Inclusive Intelligence: Merging UDL, Accessibility, and Privacy in AI-Enhanced Learning](https://psd401.ai/presentations/inclusive-intelligence)
> A conference session delivered at the 2025 AI Empowered EDU conference on Inclusive Intelligence
**Inclusive Intelligence: Merging UDL, Accessibility, and Privacy in AI-Enhanced Learning**
This presentation explores the critical intersection of Universal Design for Learning (UDL), accessibility, and data privacy in the context of AI-enhanced learning. It emphasizes how these frameworks can work together to create equitable and inclusive educational experiences.
**Key Takeaways:**
- **The Urgency of Inclusive AI:** AI is rapidly reshaping education, but without intentional inclusive design, it can widen existing equity gaps.
- **Intersecting Frameworks:** The presentation highlights the synergy between:
- **UDL 3.0:** Designing for learner variability across Engagement, Representation, and Action & Expression.
- **CAST CITES:** Focusing on leadership and infrastructure for inclusive technology ecosystems.
- **Ethics/Privacy Layer:** Incorporating bias audits, FERPA compliance, and human-in-the-loop checkpoints.
- **AI Exemplars for Each UDL Guideline:** The presentation provides concrete examples of how AI can support each of the nine UDL guidelines:
- **Welcoming Interests & Identities (Engagement):** AI chatbots for historical figure interviews, culturally responsive text suggestions, and interest-based project branches.
- **Sustaining Effort & Persistence (Engagement):** Adaptive tutors, AI partner prompts for debate, and instant, action-oriented feedback.
- **Self-Regulation (Engagement):** SEL chatbots for coaching, daily check-in bots, and AI goal-trackers.
- **Perception (Representation):** Real-time captioning, AI text-to-speech, and computer-vision for alt-text generation.
- **Language & Symbols (Representation):** One-click translation, AI text simplification to chosen Lexile levels, and math "language" translators.
- **Building Knowledge (Representation):** AI tutors for misconception detection, generative AI for concept maps/summaries, and scenario simulators.
- **Interaction (Action & Expression):** Speech-to-text, AI-enhanced AAC, and voice/head-movement control for STEM access.
- **Expression & Communication (Action & Expression):** Writing-assist AIs, text-to-image/video generators, and AI-powered podcast tools.
- **Strategy Development (Action & Expression):** AI planners for project chunking, reflective design logs, and teacher dashboards for early intervention.
- **Real-World Examples:** The presentation includes links to blog posts and videos showcasing AI, UDL, and accessibility in action within the Peninsula School District (PSD), such as breaking down language barriers and helping with accommodations.
- **PSD's AI Website (psd401.ai):** The district's website is presented as a resource for information and guidance.
- **Sneak Peek - PSD AI Studio:** An upcoming open-source AI studio from PSD is announced for November 2025.
**Actionable Insights:**
- **Adopt an Intersectional Lens:** Consider UDL, accessibility (CITES), and data privacy as interconnected frameworks when implementing AI.
- **Explore AI Tools for UDL:** Investigate how various AI tools (SchoolAI, MagicSchool, Brisk, Khanmigo, ColleagueAI, NotebookLM, ChatGPT, Gemini, Claude, CoPilot, etc.) can support the UDL guidelines.
- **Prioritize Data Privacy:** Implement a privacy-first approach, ensuring compliance with FERPA, COPPA, and other relevant regulations.
- **Focus on Equity and Accessibility:** Continuously evaluate AI tools and practices to ensure they are equitable and accessible to all learners.
- **Leverage PSD's Resources:** Explore psd401.ai for examples, guidance, and updates on inclusive AI practices.
- **Anticipate the PSD AI Studio:** Look forward to the release of PSD's open-source AI studio as a potential resource.
- **Use the ChatGPT Deep Research Link:** Explore further research specific to AI, UDL, and CITES.
**Looking Ahead:**
This presentation provides a compelling vision for how AI can be harnessed to create more inclusive and equitable learning environments. By intentionally merging UDL, accessibility, and data privacy principles, educators can unlock AI's potential to personalize learning, remove barriers, and empower all students. The practical examples and resources shared offer a starting point for educators seeking to implement inclusive AI practices in their own contexts. The announcement of the PSD AI Studio signals a commitment to ongoing innovation and sharing of best practices in this critical area.
- [Unlocking Efficiency: Leveraging AI in Public School District Operations](https://psd401.ai/presentations/unlocking-efficiency)
> A workshop delivered at the 2025 WASBO conference to showcase areas business officials can use AI in their workday
**Unlocking Efficiency: Leveraging AI in Public School District Operations**
This presentation, delivered on Friday, May 9, 2025, by Ashley Murphy and Kris Hagel from the Peninsula School District, focuses on how Artificial Intelligence (AI) can be used to streamline operations and enhance efficiency within public school districts.
**Key Takeaways:**
- **Generative AI Overview:** A foundational understanding of generative AI and its capabilities.
- **Data Privacy as a Core Principle:** Emphasizing the importance of data privacy as the foundation for safe AI use.
- **Effective Prompting Techniques:** Demonstrates the progression from "good" to "better" to "best" prompts, highlighting the importance of:
- **Explicit Role/Persona:** Assigning a specific role to the AI.
- **Rich Context + Data References:** Providing detailed context and data.
- **Clear Structure & Formatting Instructions:** Specifying the desired output format.
- **Constraints & Compliance Cues:** Incorporating rules, regulations, or policies.
- **Hidden Chain-of-Thought/Step-Wise Reasoning:** Encouraging the AI to "think" through the problem, even if the reasoning isn't in the final output.
- **Iterative Mindset:** Refining prompts based on initial outputs.
- **AI Tools for Enhanced Productivity:** Showcases several AI tools:
- **HeyGen:** For creating AI-generated videos.
- **Synthesia.io:** For creating AI training videos.
- **Notebook LM:** For knowledge management and organization.
- **Practical Use Cases for District Operations:** Provides numerous examples of how AI can be applied to:
- **Legislation Tracker:** Monitoring legislative updates relevant to schools.
- **Web Accessibility Check:** Evaluating district websites for ADA compliance.
- **Bid Scoring and Justification:** Analyzing vendor bids and generating score justifications.
- **Title IX Summary/Justification:** Summarizing interview notes and drafting findings letters.
- **Calendar Translator:** Translating parent communications about school calendars into multiple languages and formats (email, SMS).
- **Principal Scenarios:** Acting as an AI leadership coach for principals facing challenging situations.
- **Enrollment Projections:** Forecasting student enrollment using ARIMA and cohort survival methods.
- **Fiscal Variances:** Analyzing financial ledgers to identify and explain budget variances.
- **Audit Finding Tracker:** Extracting audit findings and tracking corrective actions.
- **Levy Risk Strategist:** Developing contingency plans for levy failures.
- **Recent AI Advancements:** Highlights recent developments in AI:
- **Computer Use:** (Unspecified capabilities)
- **Deep Research (Perplexity/ChatGPT/Gemini):** Emphasizes deep research capabilities now offered by major AI platforms, with an example of developing an audience persona.
- **ChatGPT Advanced Voice with Video:** (With a link to an OpenAI demo on X)
- **PSD's AI Website (psd401.ai):** Promotes the district's website as a resource for AI information and guidance.
**Actionable Insights:**
- **Cultivate an AI Mindset:** Be curious and experiment iteratively with AI tools.
- **Prioritize Data Privacy:** Always consider data privacy implications when using AI.
- **Master Advanced Prompting Techniques:** Incorporate explicit roles, rich context, clear formatting, and an iterative mindset into your prompts.
- **Explore the Demonstrated Tools:** Experiment with HeyGen, Synthesia.io, and Notebook LM to see how they can enhance your workflow.
- **Apply AI to Operational Tasks:** Use AI to streamline tasks like legislation tracking, web accessibility checks, bid scoring, Title IX summaries, translations, enrollment projections, fiscal variance analysis, audit tracking, and contingency planning.
- **Stay Updated on AI Advancements:** Keep abreast of new developments in AI, such as deep research capabilities and advanced voice/video features.
- **Visit PSD's AI Website:** Explore psd401.ai for resources and guidance on AI in education, which can often be adapted for other public sector roles.
**Looking Ahead:**
This presentation provides a comprehensive and actionable guide for public school district operations staff to leverage AI for increased efficiency and effectiveness. By emphasizing data privacy, demonstrating specific tools and use cases relevant to district operations, and highlighting recent advancements, the presentation empowers attendees to confidently explore and integrate AI into their daily work. The presentation encourages a proactive and informed approach to AI adoption, positioning it as a valuable tool for enhancing productivity, streamlining operations, and improving decision-making within public school districts.
- [Using AI to Boost Efficiency: A Guide for Washington Treasurers](https://psd401.ai/presentations/ai-boost-efficiency)
> A workshop delivered at the 2025 Washington Treasurers Association Conference to make work more efficient
**Using AI to Boost Efficiency: A Guide for Washington Treasurers**
This presentation, delivered at the Washington Treasurers Association Conference on April 9, 2025, by Ashley Murphy and Kris Hagel from the Peninsula School District, focuses on leveraging Artificial Intelligence (AI) to enhance efficiency in financial and operational roles within public entities.
**Key Takeaways:**
- **Generative AI Fundamentals:** The presentation provides a basic understanding of generative AI and its capabilities.
- **Data Privacy as a Foundation:** Emphasizes the importance of data privacy as a cornerstone of safe AI use, encouraging iterative experimentation with AI tools.
- **Amplify GenAI:** Introduces Amplify GenAI as a secure platform for AI interactions and provides a link to Claude's system prompt documentation.
- **Prompting Best Practices:** Demonstrates the progression from "good" to "better" to "best" prompts, showing how adding context and specificity significantly improves AI outputs. It also touches on prompting reasoning models.
- **AI Tools for Enhanced Productivity:** Showcases several AI tools:
- **HeyGen:** For creating AI-generated videos.
- **Synthesia.io:** For creating AI training videos.
- **Notebook LM:** For knowledge management and organization.
- **Practical Use Cases for Treasurers and Finance Professionals:** Provides concrete examples of how AI can be applied to:
- **Disciplinary Letters & Letters of Reference:** Generating these documents based on provided information.
- **Simplifying Complex Information:** Making complex policies, procedures, or WACs easier to understand.
- **Interview Questions:** Generating interview questions.
- **Presentation Feedback:** Using AI to provide feedback on presentations.
- **Budget Breakdown:** Analyzing department-level budgets using the School District Accounting Manual and Skyward reports, creating documents with visual aids and key takeaways.
- **Allocation Formulas:** Developing formulas for building-level budgets, considering factors like poverty, diversity, and enrollment, and generating explanatory one-pagers.
- **Contract Analysis:** Analyzing union contracts, vendor contracts, and field trip location contracts.
- **Investigation Notes:** Summarizing and wrapping up investigation notes.
- **Recent AI Advancements:** Highlights recent developments in AI:
- **Claude Computer Use:** (Unspecified capabilities)
- **Deep Research (Perplexity.ai):** Emphasizes deep research capabilities now offered by Google, OpenAI, and Perplexity.
- **ChatGPT Advanced Voice with Video:** (With a link to an OpenAI demo on X)
- **Sourcetable.com:** (Implied as a new tool)
- **PSD's AI Website (psd401.ai):** Promotes the district's website as a resource for AI information and guidance.
**Actionable Insights:**
- **Cultivate an AI Mindset:** Be curious and experiment iteratively with AI tools.
- **Prioritize Data Privacy:** Always consider data privacy implications when using AI.
- **Master Prompting Techniques:** Strive for specific and context-rich prompts to improve AI outputs.
- **Explore the Demonstrated Tools:** Experiment with HeyGen, Synthesia.io, Notebook LM, and Sourcetable.com to see how they can enhance your workflow.
- **Apply AI to Financial and Operational Tasks:** Use AI to streamline tasks like writing letters, generating interview questions, analyzing contracts, simplifying complex information, and creating budget reports and allocation formulas.
- **Stay Updated on AI Advancements:** Keep abreast of new developments in AI, such as deep research capabilities and advanced voice/video features.
- **Visit PSD's AI Website:** Explore psd401.ai for resources and guidance on AI in education, which can often be adapted for other public sector roles.
**Looking Ahead:**
This presentation provides a practical and actionable guide for Washington Treasurers to leverage AI for increased efficiency in their complex roles. By emphasizing data privacy, demonstrating specific tools and use cases relevant to finance and operations, and highlighting recent advancements, the presentation empowers attendees to confidently explore and integrate AI into their daily work. The presentation encourages a proactive and informed approach to AI adoption, positioning it as a valuable tool for enhancing productivity, streamlining operations, and improving decision-making within public entities. The closing remarks emphasize the importance of data structure and the potential for AI to improve interactions and understanding based on that data.
- [Engaging and Authentic AI Instruction in K-5](https://psd401.ai/presentations/engaging-authentic-ai-instruction)
> Conference session on how AI insruction is taking place in K-5
**Engaging and Authentic AI Instruction in K-5: A Hands-On Approach**
This presentation by Justin Towner, Innovation Specialist at Pioneer Elementary, provides a practical guide for K-5 educators on integrating AI instruction into the classroom through engaging, hands-on activities.
**Key Takeaways:**
- **Personal Introduction and Expertise:** Towner establishes his credibility with 16 years of teaching experience, participation in ISTE's AI course, membership in PSD's AI Action Research Team, and attendance at Stanford University's AI Tinkery workshop.
- **Focus on Interactive Learning:** The presentation emphasizes hands-on activities that allow students to directly interact with AI tools and concepts.
- **Comprehensive Learning Outcomes:** Educators will be able to use and interact with several AI tools for instruction:
- **AI or Not Sort:** Distinguishing between AI and non-AI technologies.
- **Quick, Draw!:** Exploring AI datasets and prediction through a drawing game.
- **Teachable Machine:** Creating datasets and training machine learning models.
- **Image Generators:** Using AI to create visuals based on text descriptions.
- **Chatbots:** Utilizing chatbots for story creation and writing support.
- **Deepfake Creation:** Understanding the creation and implications of deepfakes.
- **Defining AI and Datasets:** The presentation provides a clear definition of AI and introduces the concept of datasets as collections of curated data that power AI's "thinking" process.
- **Quick, Draw! as a Learning Tool:** Students use Google's Quick, Draw! to understand how AI learns and makes predictions based on datasets.
- **Machine Learning with Teachable Machine:** Students create datasets and train machine learning models to classify images (e.g., happy vs. sad faces), exploring the relationship between data and AI's ability to learn.
- **Chatbots for Storytelling and Writing Support:** Students use chatbots (teacher-led ChatGPT or student-led Magic School's Raina) to generate stories based on provided elements and to receive feedback on their writing.
- **AI Image Generation for Creative Writing:** Students use AI image generators to create visuals that complement their creative writing, sparking discussions about the AI's interpretation of their descriptions.
- **Deepfakes for Digital Citizenship:** Students learn about deepfakes and the importance of being critical consumers of digital content.
- **Resource Sharing:** Towner provides links to his AI instructional slideshows for various grade bands (K/1, 2/3, 4/5).
**Actionable Insights:**
- **Implement the "AI or Not" Activity:** Engage students in sorting activities to distinguish between AI and non-AI technologies.
- **Explore Quick, Draw!:** Use Quick, Draw! to introduce students to datasets and AI prediction.
- **Experiment with Teachable Machine:** Guide students in creating datasets and training machine learning models for various classification tasks.
- **Integrate Chatbots into Writing Activities:** Utilize chatbots for story generation and writing support, providing opportunities for students to interact with AI in a creative and meaningful way.
- **Use AI Image Generators for Visual Storytelling:** Combine creative writing with AI image generation to enhance student engagement and explore the relationship between text and visuals.
- **Address Deepfakes and Digital Citizenship:** Introduce students to the concept of deepfakes and discuss the importance of critical thinking and media literacy.
- **Access the Provided Resources:** Utilize Towner's AI instructional slideshows and the linked resources to support your AI instruction.
- **Join Towner's Magic School NCCE Classroom:** Access additional resources and activities through the provided classroom link.
**Looking Ahead:**
This presentation provides a practical and engaging framework for K-5 educators to introduce AI concepts and tools to their students. By focusing on hands-on activities, interactive learning, and real-world applications, Towner empowers teachers to demystify AI and foster critical thinking and digital literacy skills in young learners. The presentation's emphasis on student agency and creativity encourages exploration and experimentation, allowing students to actively participate in shaping their understanding of AI and its potential. The provided resources and links offer ongoing support for educators seeking to integrate AI into their classrooms.
- [Using AI to Boost Efficiency](https://psd401.ai/presentations/using-ai-boost-efficiency)
> A conference session for school personnel staff on how they can use AI to save time and accomplish new tasks more efficiently.
**Using AI to Boost Efficiency: A Guide for School Professionals**
This presentation, delivered at the WSPA Conference on February 24, 2025, focuses on leveraging Artificial Intelligence (AI) to enhance efficiency in various aspects of school administration and operations. It covers generative AI fundamentals, privacy considerations, practical prompting tips, tool demonstrations, use cases, and recent AI advancements.
**Key Takeaways:**
- **Generative AI Overview:** The presentation provides a basic understanding of generative AI and its capabilities.
- **Data Privacy as a Foundation:** Emphasizes the importance of data privacy as a cornerstone of safe AI use, encouraging the question, "Can AI do that?" and iterative experimentation.
- **Amplify GenAI:** Introduces Amplify GenAI as a secure platform for AI interactions. The presentation also provides a link to Claude's system prompt documentation.
- **Prompting Best Practices:** Demonstrates the progression from "good" to "better" to "best" prompts, showing how adding context and specificity significantly improves AI outputs.
- **AI Tools for Enhanced Productivity:** Showcases several AI tools:
- **HeyGen:** For creating AI-generated videos (including a demo from a previous presentation).
- **Synthesia.io:** For creating AI training videos.
- **Notebook LM:** For knowledge management and organization (with a link to a blog post demonstrating its use).
- **Practical Use Cases:** Provides concrete examples of how AI can be applied to:
- **Disciplinary Letters:** Creating disciplinary letters based on contract violations and event descriptions.
- **Letters of Reference:** Generating letters of reference using a staff member's resume and job description.
- **Job Description Custom Assistant:** (Implied, but not detailed) A tool for creating or refining job descriptions.
- **Interview Questions:** Generating interview questions (with a link to a ChatGPT conversation).
- **Presentation Feedback:** Using AI to provide feedback on presentations (with a link to a ChatGPT conversation).
- **Contract Analysis:** Analyzing union contracts, vendor contracts, and field trip location contracts.
- **Investigation Notes:** Summarizing and wrapping up investigation notes.
- **Recent AI Advancements:** Highlights recent developments in AI:
- **Claude Computer Use:** (Unspecified capabilities)
- **Deep Research (Perplexity.ai):** Emphasizes deep research capabilities now offered by Google, OpenAI, and Perplexity.
- **ChatGPT Advanced Voice with Video:** (With a link to an OpenAI demo on X)
- **PSD's AI Website (psd401.ai):** Promotes the district's website as a resource for AI information and guidance.
**Actionable Insights:**
- **Cultivate an AI Mindset:** Ask "Can AI do that?" and experiment iteratively with AI tools.
- **Prioritize Data Privacy:** Always consider data privacy implications when using AI.
- **Master Prompting Techniques:** Strive for "best" prompts by incorporating context, specificity, and multiple feedback channels.
- **Explore the Demonstrated Tools:** Experiment with HeyGen, Synthesia.io, and Notebook LM to see how they can enhance your workflow.
- **Apply AI to Practical Tasks:** Use AI to streamline tasks like writing letters, generating interview questions, analyzing contracts, and summarizing information.
- **Stay Updated on AI Advancements:** Keep abreast of new developments in AI, such as deep research capabilities and advanced voice/video features.
- **Visit PSD's AI Website:** Explore psd401.ai for resources and guidance on AI in education.
**Looking Ahead:**
This presentation provides a practical and actionable guide for school professionals to leverage AI for increased efficiency. By emphasizing data privacy, demonstrating specific tools and use cases, and highlighting recent advancements, the presentation empowers attendees to confidently explore and integrate AI into their daily work. The presentation encourages a proactive and informed approach to AI adoption, positioning it as a valuable tool for enhancing productivity and streamlining operations within the educational context. The quote by Satya Nadella underscores the transformative potential of AI, not just in its capabilities, but in its ability to inspire human achievement. And the final slide focuses on the value and the future being in the data.
- [Smart Data, Smarter Analysis](https://psd401.ai/presentations/smart-data-smarter-analysis)
> A conference session at the 2025 AI Innovation Summit on the use of AI for Data Analysis
**Smart Data, Smarter Analysis: Leveraging AI for Educational Insights**
Scheduled for February 4 & 6, 2025, this presentation explores how Artificial Intelligence (AI), specifically Large Language Models (LLMs), can be used to enhance data analysis in educational settings. It focuses on practical applications, data privacy, and the importance of explicit instruction when interacting with AI.
**Key Takeaways:**
- **LLMs as Code-Writing Calculators:** LLMs are not calculators in the traditional sense, but they can write code (Python, Java) to perform calculations and analyze data.
- **Data Privacy is Paramount:** The presentation stresses the importance of following district guidelines and considering data identifiability when using AI tools.
- **Tiered Data Security Model:** A four-tiered model for AI tool usage is presented:
- **Sandbox AI:** Publicly available platforms (e.g., free versions of ChatGPT, Claude) for general use with non-sensitive data. _Extreme caution_ is advised due to data exposure risks.
- **Lifeguard AI:** Vetted education-specific tools (e.g., paid versions of ChatGPT, Claude, MagicSchool.ai, ClassCompanion, NotebookLM, Khanmigo) with data protections, suitable for de-identified, aggregated data.
- **Vault AI:** Private AI environments (e.g., Amplify GenAI, custom-built solutions) within a district's secure infrastructure, allowing for the use of more detailed student data.
- **Pocket AI:** Device-based AI tools that operate without network connectivity, offering the highest level of data privacy.
- **Amplify GenAI as a Vault AI Solution:** The presentation highlights Amplify GenAI, an open-source project with instances of major LLMs hosted on district servers, ensuring no data is sent to AI developers.
- **AI as a Data Analysis Intern:** The presentation positions AI as a capable but fallible intern, requiring clear instructions, review, and validation of outputs.
- **Explicit Instruction Matters:** Following Rosenshine’s principles for direct instruction when interacting with the LLM.
- **The "Jagged Frontier":** AI may excel at seemingly complex tasks while struggling with simpler ones, highlighting the need for human oversight.
- **Practical Use Cases:** The presentation explores several practical applications of AI in data analysis:
- **Data Cleaning:** Identifying inconsistencies, handling missing values, and standardizing data formats.
- **Open-Ended Survey Data Analysis:** Summarizing themes, analyzing sentiment, and grouping responses.
- **Student Assessment Data Analysis:** Calculating medians, identifying trends, and analyzing correlations.
- **School and District Trend Analysis:** Analyzing enrollment trends, identifying growth or decline, and exploring demographic shifts.
**Actionable Insights:**
- **Understand LLM Capabilities:** Recognize that LLMs excel at writing code for data analysis but require human validation.
- **Prioritize Data Privacy:** Follow district guidelines and utilize the appropriate AI tool tier (Sandbox, Lifeguard, Vault, Pocket) based on data sensitivity.
- **Provide Explicit Instructions:** Give clear, structured prompts to AI, similar to how you would instruct a human intern.
- **Review and Validate Outputs:** Always critically evaluate AI-generated results, especially quantitative data, and look for code generation as a sign of more reliable analysis.
- **Explore Practical Applications:** Experiment with using AI for data cleaning, survey analysis, assessment data analysis, and trend identification.
- **Leverage Amplify GenAI:** Consider using Amplify GenAI as a secure platform for data analysis tasks involving more sensitive information.
- **Follow Rosenshine’s Principles of Instruction** Use these techniques to give the AI explicit instructions for data anaylsis.
**Looking Ahead:**
This presentation empowers educators and administrators to leverage AI for more effective data analysis. By understanding the capabilities and limitations of LLMs, prioritizing data privacy, and providing explicit instructions, users can harness AI's power to gain valuable insights from educational data. The presentation emphasizes the importance of a thoughtful and informed approach to AI implementation, recognizing both its potential to enhance analysis and the ongoing need for human oversight and critical thinking.
- [From Policy to Practice: Building a District-Wide AI Framework That Works](https://psd401.ai/presentations/district-ai-framework)
> A conference session on sharing how districts can build their own AI guidance and policies.
**From Policy to Practice: Building a District-Wide AI Framework That Works**
This presentation, delivered in February 2025 by Peninsula School District (PSD) Superintendent Krestin Bahr and Chief Information Officer Kris Hagel, details the district's journey in developing and implementing a comprehensive, district-wide AI framework. The focus is on practical application, stakeholder engagement, and iterative improvement.
**Key Takeaways:**
- **Strategic Plan Alignment:** PSD's AI initiatives are rooted in their strategic plan, which emphasizes innovation and preparing students to be successful global citizens.
- **Prior Recognition:** The district's early work with AI led to teachers being featured in Time Magazine in August 2023.
- **Guiding Principles:** PSD developed a set of "Principles and Beliefs" to guide responsible AI implementation, and these have been shared and adopted by other districts. A link to an audio deep dive is provided.
- **Focus on Belonging:** AI is presented as a tool to support a sense of belonging within the school community.
- **AI for Focus Group Analysis:** The district has used AI to analyze transcripts from student focus groups, identifying underlying themes and generating follow-up questions. This analysis was then shared back with students using NotebookLM, creating a feedback loop.
- **Stakeholder Perceptions:** The presentation shares data from surveys of teachers, parents, and students, revealing their beliefs, concerns, and usage patterns related to AI.
- **Teachers:** Primarily view AI as a helpful supplement (40.6%) or see its impact as context-dependent (19.8%).
- **Parents:** Desire balanced AI exposure and critical thinking skills development, with significant professional AI experience (47%) and interest in AI information sessions (58%).
- **Students:** Use AI primarily for research (56.5%) and writing/editing (31.5%), with varying frequencies of use and a mix of positive and negative perceptions.
- **Custom GPT for AI Guidance:** PSD developed a custom GPT pre-loaded with resources from UNESCO, TeachAI, Digital Promise, CoSN, and the US Department of Education to help other districts create their own AI guidance documents.
- **CoSN/CGCS K-12 Gen AI Maturity Tool:** The presentation highlights this tool for assessing readiness for responsible GenAI integration and mentions PSD's participation as a pilot district. A "Readiness Rubric Agent" GPT is also mentioned.
- **PSD's AI Website (psd401.ai):** The presentation announces a dedicated website for sharing PSD's AI work, including guidance, blog posts, presentations, tools, articles, and use cases.
**Actionable Insights:**
- **Align AI Initiatives with Strategic Goals:** Ensure that AI implementation supports the district's overall mission and strategic plan.
- **Develop Guiding Principles:** Create a set of principles and beliefs to guide responsible and ethical AI use.
- **Engage Stakeholders:** Collect feedback from teachers, parents, and students to inform AI policies and practices.
- **Leverage AI for Data Analysis:** Use AI tools to analyze qualitative data, such as focus group transcripts, to gain deeper insights.
- **Utilize the Custom GPT for Guidance:** Experiment with the provided custom GPT to develop or refine your district's AI guidance.
- **Assess Readiness with the CoSN/CGCS Tool:** Use the maturity tool to evaluate your district's preparedness for responsible AI integration.
- **Explore PSD's AI Website:** Visit psd401.ai to access resources, learn from PSD's experiences, and stay updated on their progress.
**Looking Ahead:**
This presentation demonstrates PSD's commitment to a thoughtful, iterative, and data-driven approach to AI implementation. By grounding their work in a strategic framework, engaging stakeholders, and leveraging available resources, the district has created a robust AI framework that serves as a model for others. The emphasis on sharing their learning through a dedicated website underscores PSD's leadership role in promoting responsible and effective AI integration in education. The presentation highlights the importance of continuous learning, adaptation, and collaboration in navigating the evolving landscape of AI in schools.
- [Demystifying AI Security: Building Safe Pathways for Educational Innovation](https://psd401.ai/presentations/demystifying-ai-security)
> A conference session detailing how AI is truly built in simple language to make the security concepts less intimidating.
**Demystifying AI Security: Building Safe Pathways for Educational Innovation**
This presentation by Kris Hagel, Chief Information Officer of the Peninsula School District, delivered in February 2025, addresses the critical topic of AI security in education, providing a framework for safe and responsible AI implementation. It aims to demystify the technical aspects of AI and offers practical guidance for educators.
**Key Takeaways:**
- **Understanding Generative AI:** The presentation reviews fundamental concepts of generative AI:
- **GPT (Generative Pre-trained Transformer):** Explains that GPT creates new content, is pre-trained on vast datasets (and that pre-training is largely frozen), and functions as a "guess the next token" machine.
- **Tokens:** Defines tokens as the basic units of data processed by AI (words, pixels, letters).
- **Neural Network:** Briefly mentions neural networks as the underlying structure of AI.
- **Large Language Models (LLMs) as Files:** Emphasizes that LLMs are essentially large files, which allows for local operation.
- **Running LLMs Locally:** Highlights the possibility of running LLMs locally, increasing data security.
- **Breaking Down ChatGPT's Functionality:** Visually explains how ChatGPT processes user inputs, including:
- **Text Input:** Text entered by the user is processed by the LLM.
- **System Prompt:** (Mentioned with a link to Anthropic's documentation) A hidden prompt that guides the AI's behavior.
- **Conversation History:** Saved conversations are stored in a database on OpenAI's servers.
- **Knowledge Addition:** Uploaded documents are converted into a vector database (a mini neural network) and stored on OpenAI's servers.
- **Audio Input:** Audio is transcribed into text and processed as plain text.
- **Extending the Concepts to Other Tools:** The same principles of data handling are shown to apply to other AI tools like MagicSchool.ai and Colleague.ai, emphasizing the storage of conversation history, file uploads, and audio transcriptions.
- **Peninsula's Four-Point Data Security Model:** The core of the presentation introduces a four-tiered model for categorizing AI tools based on data security: (While the presentation doesn't _explicitly_ name the tiers, based on previous presentations, they are)
- **Sandbox AI**
- **Lifeguard AI**
- **Vault AI**
- **Pocket AI**
- **Existing District Guidance:** The presentation emphasizes the importance of adhering to existing district guidelines on data privacy and security (FERPA, COPPA, CIPA) when using AI tools.
- **PSD's AI Website (psd401.net/ai):** The presentation highlights the district's website as a resource for information and guidance on AI.
**Actionable Insights:**
- **Understand the Technical Basics of AI:** Familiarize yourself with the core concepts of generative AI, including GPT, tokens, and LLMs.
- **Consider Running LLMs Locally:** Explore the possibility of running LLMs locally for enhanced data security.
- **Analyze How AI Tools Handle Data:** Understand how different AI tools (ChatGPT, MagicSchool.ai, Colleague.ai) process and store user inputs, including text, documents, and audio.
- **Apply the Four-Point Data Security Model:** Categorize AI tools based on their data security levels and choose the appropriate tool for the sensitivity of the data being used.
- **Adhere to Existing District Guidelines:** Always comply with district policies on data privacy and security when using AI tools.
- **Have signed SDPAs with AI Vendors:** Be sure to have signed student data privacy agreements with AI vendors
- **Think about where your PII currently is stored:** Consider the reality that much PII is already stored on large tech platforms, and what that means for risk.
- **Visit PSD's AI Website:** Access psd401.net/ai for resources and guidance on AI in education.
**Looking Ahead:**
This presentation provides a clear and practical framework for understanding and addressing AI security concerns in education. By demystifying the technical aspects of AI, highlighting data handling practices, and introducing a tiered security model, the presentation empowers educators to make informed decisions about AI tool usage. The emphasis on existing district guidelines and the availability of resources on PSD's AI website reinforce the importance of a responsible and secure approach to AI integration. The presentation encourages ongoing dialogue and critical evaluation of AI tools to ensure that they are used safely and effectively to enhance teaching and learning.
- [From Policy to Practice: Building a District-Wide AI Framework That Works](https://psd401.ai/presentations/advancing-ai-leadership)
> A conference session on sharing how districts can build their own AI guidance and policies.
**From Policy to Practice: Building a District-Wide AI Framework That Works**
This presentation focuses on the crucial transition from developing AI policies to implementing a practical, district-wide AI framework. It emphasizes the importance of adapting and adjusting as you go, based on feedback from students, parents, and staff, rather than planning everything out perfectly in advance. The presentation also delves into federal policy considerations, highlighting the need for flexible, broad policies and regulations that reflect existing best practices in technology, equity, and accessibility.
**Key Takeaways:**
- **Adaptive Implementation:** The presentation advocates for an iterative approach to AI implementation, starting with practical steps and adjusting based on feedback, rather than a rigid, pre-planned approach.
- **Federal Policy Considerations:**
- **What's Going On:** Acknowledges the limited federal action specific to AI in education.
- **What's Possible:** Recognizes the vast potential of AI.
- **What's Appropriate:** Focuses on policy and regulation, funding and resources, research and innovation, and guidance and oversight.
- **Local Policy Considerations:** Sound local policy should balance opportunities and challenges, focusing on:
- Purpose (Instruction/Pedagogy Alignment)
- Data Privacy and Security
- Equity and Accessibility
- Professional Development (Capacity Building)
- Community/Stakeholder Engagement
- Evaluation and Accountability
- Ethical Considerations
- **Peninsula School District's (PSD) Strategic Plan:** PSD's strategic plan, with its mission to be the best school district and its focus on innovation, provides a strong foundation for AI integration.
- **PSD's Guiding Documents and Resources:** The presentation highlights PSD's "Principles and Beliefs" document, FAQs, and website (psd401.net/ai) as valuable resources for other districts. There is also a link to an audio deep dive of their guidance.
- **Stakeholder Perceptions:** Surveys reveal:
- **Teachers:** See AI as a helpful supplement (40.6%) or having a context-dependent impact (19.8%).
- **Parents:** Desire balanced AI exposure and critical thinking skills development, with 47% having professional AI experience and 58% interested in AI information sessions.
- **Students:** Use AI primarily for research (56.5%) and writing/editing (31.5%), with varying frequencies of use.
- **Student Benefits and Concerns:**
- **Benefits:** Students cite improved understanding and efficiency (33.3%).
- **Concerns:** Accuracy, over-dependence, impact on genuine learning, and privacy.
- **Custom GPT for Building AI Guidance:** A custom GPT is introduced, pre-loaded with resources like UNESCO's recommendations and guidelines, TeachAI's toolkit, Digital Promise's framework, CoSN's reports, and the US Department of Education's resources. This GPT can assist districts in developing their own AI guidance.
- **CoSN/CGCS K-12 Gen AI Maturity Tool:** The presentation highlights this tool for assessing preparedness for responsible GenAI integration and mentions PSD's participation as a pilot district.
- **PSD's AI Website (psd401.ai):** A new website dedicated to sharing PSD's work on AI, including guidance, blog posts, presentations, tools, curated articles, and a catalog of use cases.
**Actionable Insights:**
- **Embrace an Iterative Approach:** Start with practical AI implementation and adapt based on feedback.
- **Consider Federal Policy Implications:** Advocate for flexible, broad policies and regulations that align with existing best practices.
- **Develop Local Guiding Principles:** Create policies that address purpose, data privacy, equity, professional development, stakeholder engagement, evaluation, and ethics.
- **Leverage PSD's Resources:** Utilize PSD's "Principles and Beliefs" document, FAQs, and website as models for your own district.
- **Engage Stakeholders:** Collect and analyze feedback from teachers, parents, and students to inform your AI strategy.
- **Utilize the Custom GPT:** Experiment with the provided custom GPT to develop or refine your district's AI guidance.
- **Assess Your District's Readiness:** Use the CoSN/CGCS K-12 Gen AI Maturity Tool to evaluate your preparedness for responsible AI integration.
- **Explore PSD's AI Website:** Visit psd401.ai to learn more about PSD's work and access valuable resources.
**Looking Ahead:**
This presentation provides a comprehensive overview of the considerations and steps involved in building a district-wide AI framework. By emphasizing an adaptive approach, highlighting key policy considerations, and showcasing practical examples from the Peninsula School District, the presentation offers a valuable roadmap for districts navigating the complex landscape of AI in education. The focus on stakeholder engagement, ethical considerations, and continuous improvement underscores the importance of a thoughtful and responsible approach to AI integration.
- [Advancing AI Leadership: Building Our AI Future](https://psd401.ai/presentations/policy-to-practice)
> A workshop delivered to district office leadership on the current state of AI and our next steps forward as a district
**Harnessing the Power of AI in Education: A Leadership Guide**
This presentation, delivered on December 16, 2024, provided a roadmap for education leaders to effectively integrate and leverage Generative AI within their institutions. It outlined a vision for responsible AI implementation, focusing on practical strategies, advanced prompting techniques, and the transformative potential of AI agents.
**Key Takeaways:**
- **Embrace the AI Mindset:** Cultivate a proactive approach to exploring AI solutions. Don't just ask "can AI do that?" - try it out and iterate.
- **Prioritize Data Security:** Implement a tiered system for AI tool usage based on data sensitivity. The presentation introduces a clear framework: Sandbox AI (for general use), Lifeguard AI (for vetted educational tools), Vault AI (for secure, in-house solutions), and Pocket AI (for on-device processing of sensitive data).
- **Master Advanced Prompting:** Elevate your AI interactions beyond basic queries. Learn techniques like:
- **Persona Pattern:** "Hire" AI to assume specific roles for tailored responses.
- **Few-Shot Prompting:** Guide AI with examples to achieve desired outputs.
- **Chain of Thought Prompting:** Uncover AI's reasoning for better insights.
- **Template Pattern:** Structure your requests for consistent, high-quality results.
- **Build Reusable AI Assistants:** Streamline recurring tasks by creating custom AI tools.
- **Understand System Prompts:** Learn the components of effective system prompts – persona, audience, scope, tone, and instructions – to build powerful AI interactions.
- **Explore AI Agents:** Envision a future where AI agents collaborate to handle complex tasks like master scheduling, budget development, and student support.
- **Stay Informed:** Keep up with the rapidly evolving AI landscape. The presentation highlighted new tools like Notebook LM, Bolt, and HeyGen, as well as advancements in voice and video capabilities.
**Actionable Insights:**
- **Implement the Data Security Framework:** Audit your current AI tool usage and categorize them according to the Sandbox, Lifeguard, Vault, and Pocket AI model.
- **Experiment with Prompting Techniques:** Apply the persona, few-shot, chain of thought, and template patterns to your daily leadership tasks.
- **Identify Opportunities for AI Assistants:** Log your recurring tasks and explore how AI can automate or enhance them.
- **Develop a System Prompt Writing Practice:** Use the provided tools and examples to craft effective system prompts for your AI assistants.
- **Engage with psd401.ai:** This upcoming platform (launching at the AI Super Summit on 1/30/25) promises to be a valuable resource for AI implementation, featuring policy documents, use cases, and curated articles.
- **Complete the Homework:** Read the assigned article and participate in the task logging activity to deepen your understanding.
**Looking Ahead:**
The presentation concluded with a call to action, urging leaders to embrace AI's potential to transform education. By developing a strong AI strategy, implementing responsible practices, and continuously learning, we can build a future where AI empowers educators and enhances student success.
- [AI Unpacked: Transforming Educational Data into Actionable Insights](https://psd401.ai/presentations/ai-unpacked)
> A workshop delivered at the 2024 WERA Conference on the use of AI for Data Analysis
**AI Unpacked: Transforming Educational Data into Actionable Insights**
This presentation, delivered on December 4, 2024, explored the transformative potential of AI in educational data analysis. It positioned Large Language Models (LLMs) as powerful tools for generating insights from raw data, emphasizing their ability to write code for calculations and data manipulation, while also addressing crucial data privacy considerations.
**Key Takeaways:**
- **LLMs as Code-Writing Calculators:** While LLMs aren't calculators in the traditional sense, they can write code (Python, Java) to perform complex data analysis tasks, effectively acting as powerful data analysis interns.
- **Prioritize Data Privacy:** The presentation stressed the importance of following district guidelines and understanding the identifiability of data when using AI tools.
- **Tiered Data Security Model:** A four-tiered model for AI data security was reinforced:
- **Sandbox AI:** For general, non-sensitive data.
- **Lifeguard AI:** Vetted educational tools for de-identified, aggregated data.
- **Vault AI:** Secure, private environments for more sensitive data.
- **Pocket AI:** On-device processing for maximum data security.
- **Vault AI for Enhanced Privacy:** The presentation highlighted "Vault AI" environments, like Amplify GenAI, which offer increased privacy safeguards compared to public-facing AI tools.
- **Practical Use Cases:** The presentation showcased diverse applications of AI in analyzing educational data, including:
- Data Cleaning
- Student Assessment Data Analysis
- Open-Ended Survey Data Analysis
- School and District Trend Analysis
**Actionable Insights:**
- **Treat AI as a Data Analysis Intern:** Input raw data, specify your objectives, review AI-generated outputs, and iterate with feedback.
- **Understand LLM Capabilities:** Recognize that LLMs excel at writing code to perform calculations, making them valuable for tasks like generating pivot tables, creating charts, and inserting "fake" data for trend analysis.
- **Adhere to District Data Privacy Guidelines:** Always prioritize data security and follow established protocols when using AI tools with educational data.
- **Utilize the Tiered Data Security Model:** Match the sensitivity of your data to the appropriate AI environment (Sandbox, Lifeguard, Vault, or Pocket).
- **Explore Vault AI Solutions:** Consider using secure platforms like Amplify GenAI for enhanced data privacy.
- **Leverage AI for Specific Data Tasks:** Apply AI to clean data, analyze student assessments, summarize surveys, and identify trends in enrollment or other key metrics.
- **Test for Reasonableness:** Always critically evaluate AI-generated results, especially when code is not explicitly generated, to ensure accuracy and validity.
- **Acknowledge the "Jagged Frontier":** Be aware that AI may perform well on seemingly difficult tasks but struggle with simpler ones, and vice versa.
**Looking Ahead:**
This presentation empowers educators to harness the power of AI for data-driven decision-making. By understanding the capabilities of LLMs, prioritizing data privacy, and exploring practical use cases, educators can transform raw data into actionable insights that inform instructional practices, improve student outcomes, and drive school improvement efforts. The presentation underscores the importance of a thoughtful and informed approach to AI implementation, recognizing both its potential and its limitations, to maximize its positive impact on education.
- [Crafting Clarity: Mastering AI Prompt Engineering in Education](https://psd401.ai/presentations/crafting-clarity)
> A workshop delivered at the 2024 WERA Conference on Prompt Engineering
**Crafting Clarity: Mastering AI Prompt Engineering in Education**
Presented on December 4, 2024, by Kris Hagel and James Cantonwine, this presentation focused on empowering educators with the skills to master AI prompt engineering. It covered foundational concepts, advanced prompting techniques, and strategies for creating reusable AI tools, all within the context of education.
**Key Takeaways:**
- **Embrace the AI Mindset:** Similar to previous presentations, this one emphasized the importance of a proactive, exploratory approach to using AI in education.
- **Understand Your AI Comfort Level:** The presentation encouraged participants to assess their comfort level with AI, ranging from "Cautious Observer" to "Innovation Leader," promoting self-awareness and growth.
- **Master Advanced Prompting Techniques:** Four key techniques were explored to refine AI interactions:
- **Persona Pattern:** Assign specific roles to AI (e.g., 3rd-grade teacher, superintendent, data scientist) to ensure contextually relevant and appropriate responses.
- **Few-Shot Prompting:** Train AI by providing examples of desired outputs, similar to showing exemplar lesson plans or essays.
- **Chain of Thought Prompting:** Elicit step-by-step reasoning from AI, mirroring the "show your work" approach in math education.
- **Template Pattern:** Utilize structured templates for consistent AI outputs, analogous to using standardized rubrics or lesson plan formats.
- **Prioritize Data Security:** The presentation introduced a tiered data security model for AI tools: Sandbox AI (general use), Lifeguard AI (vetted educational tools), Vault AI (secure, private environments), and Pocket AI (on-device processing).
- **Create Reusable AI Assistants:** Develop customized AI tools to streamline tasks and improve efficiency.
- **System Prompts are Crucial:** Understanding the components of system prompts – persona, audience, scope, tone, and instructions – is essential for effective AI interaction.
**Actionable Insights:**
- **Experiment with the Persona Pattern:** Ask AI to explain educational concepts from different perspectives (student, expert, parent advocate) to gain new insights.
- **Practice Few-Shot Prompting:** Create exemplar analyses of educational documents (student responses, teacher evaluations) to guide AI in processing similar documents.
- **Utilize Chain of Thought Prompting:** Apply this technique to educational decision-making (student behavior analysis, budget allocation, curriculum planning) for more thorough analysis.
- **Develop Templates for Recurring Tasks:** Create and test template prompts for tasks like weekly parent updates, professional development feedback, and program evaluation reports.
- **Use the Data Security Model:** Categorize AI tools based on data sensitivity using the Sandbox, Lifeguard, Vault, and Pocket AI framework.
- **Explore Tools for System Prompt Writing:** Leverage resources like the OpenAI Playground and materials from the Stanford Accelerator for Learning to improve your system prompt skills.
**Looking Ahead:**
This presentation equips educators with the knowledge and skills to effectively harness the power of AI through precise prompt engineering. By implementing these strategies, educators can leverage AI to enhance teaching, learning, and administrative tasks, ultimately fostering a more effective and engaging educational experience. The presentation emphasizes that mastering AI prompt engineering is crucial for unlocking the full potential of AI in education and creating a future where technology effectively supports both educators and students.
- [Practical AI Leadership: Mastering the Basics of AI for School Leaders](https://psd401.ai/presentations/practical-ai-leadership)
> A workshop delivered to PSD building administrators on understanding the basics of using AI effectively, and how you can build upon that to build resuable AI tools
**Practical AI for School Leaders: A Guide to Getting Started**
This presentation, delivered on December 3, 2024, offered school leaders a practical introduction to Generative AI, focusing on foundational knowledge, advanced prompting techniques, and strategies for building reusable AI tools.
**Key Takeaways:**
- **Understand Your AI Comfort Level:** The presentation categorized attendees into four levels: Cautious Observer, Curious Explorer, Confident Partner, and Innovation Leader, encouraging self-reflection on current AI proficiency.
- **Embrace the AI Mindset:** Move beyond simply asking "how can AI help me?" to actively exploring and experimenting with AI tools.
- **Master Advanced Prompting Techniques:** Learn and apply four key techniques to enhance AI interactions:
- **Persona Pattern:** Define a specific role and personality for AI to adopt, ensuring contextually appropriate responses.
- **Few-Shot Prompting:** Provide examples to guide AI in generating outputs that align with your desired style and format.
- **Chain of Thought Prompting:** Request that AI explain its reasoning process step-by-step, leading to more transparent and insightful results.
- **Template Pattern:** Create structured templates for AI to populate, ensuring consistency in recurring tasks like documentation or reporting.
- **Build Reusable AI Assistants:** Streamline administrative tasks by developing custom AI tools tailored to your school's specific needs.
- **System Prompts are Key:** By understanding and applying the core elements of system prompts - persona, audience, scope, tone, and instructions - leaders can build powerful and targeted AI interactions.
**Actionable Insights:**
- **Experiment with the Persona Pattern:** Identify common communication tasks and create prompts that embody your unique leadership style.
- **Practice Few-Shot Prompting:** Use examples of your past work to guide AI in tasks like writing discipline responses, creating staff meeting agendas, or summarizing professional development sessions.
- **Utilize Chain of Thought Prompting:** Apply this technique to complex decision-making processes, such as budget analysis, student discipline investigations, or master schedule development.
- **Develop Templates for Recurring Tasks:** Streamline your workflow by creating and testing template prompts for tasks like parent conference documentation, incident reports, or teacher improvement plans.
- **Explore Tools for System Prompt Writing:** Utilize resources like the OpenAI Playground and Meta System Prompt to refine your prompt engineering skills.
- **Continue Learning:** Engage in dedicated work time and read the provided article to deepen your understanding of AI's potential.
**Looking Ahead:**
This presentation empowers school leaders to confidently navigate the evolving landscape of AI in education. By mastering these practical techniques and embracing a proactive mindset, leaders can leverage AI to enhance efficiency, improve decision-making, and ultimately create a more supportive and effective learning environment for all students.
- [Incorporating Generative AI Three District Perspectives](https://psd401.ai/presentations/incorporating-generative-ai)
> A workshop delivered at the 2024 WSSDA on District AI Perspectives
**Incorporating Generative AI: Three District Perspectives**
This presentation, delivered at the WSSDA 2024 Annual Conference on November 23, 2024, by representatives from the Peninsula, Shoreline, and Walla Walla School Districts, provided a comprehensive overview of how these districts are approaching the integration of generative AI in education.
**Key Takeaways:**
- **Generative AI Defined:** The presentation defined generative AI as technology that creates new content (text, images, music, video, code) based on patterns learned from existing data, distinguishing it from traditional AI that focuses on analysis or prediction.
- **Key Considerations for Implementation:** The presenters highlighted crucial considerations for responsible AI integration:
- **Data Sources Transparency:** Understanding the training data, its recency, and verifiability.
- **Data Contents & Outputs:** Addressing biases, harmful stereotypes, misinformation, and copyright issues.
- **Data Privacy & User Consent:** Protecting student and staff data, adhering to FERPA, COPPA, and CIPA.
- **Ethical Use & Critical Thinking:** Promoting AI as an assistive tool, not a replacement for human thought.
- **Equity & Access:** Ensuring equitable access and addressing the digital divide.
- **Environmental Impact:** Considering the significant energy and water resources required for AI.
- **Myths, Misconceptions, and Pitfalls:** The presentation debunked myths about cheating detection tools and AI taking over jobs, clarified misconceptions about AI being solely machine learning or a search engine, and warned against the pitfalls of free AI tools and the evolving legal landscape.
- **Key Opportunities:** The presenters emphasized the potential of generative AI to enhance:
- **Digital Literacy & Future Preparation:** Preparing students for a future where AI is prevalent.
- **Personalized Learning:** Creating individualized lessons and providing virtual tutors.
- **Access & Inclusion:** Supporting diverse learners through audio/video tools and language translation.
- **Staff Workload Management:** Streamlining tasks like lesson planning and grading.
- **Innovative Teaching & Learning:** Creating engaging learning experiences with virtual tutors and guided journeys.
**District-Specific Approaches:**
- **Peninsula School District:**
- Focused on professional development, creating guiding principles, and exploring tools like MagicSchool.ai.
- Emphasized teacher-led innovation and community engagement through American Education Week.
- Prioritized ethical considerations and student data collection.
- Future plans include expanding UDL with AI, developing custom AI tools, and adopting an enterprise AI platform (amplifygenai.org).
- **Shoreline Public Schools:**
- Focused on initial discovery, professional development, and policy review.
- Restricted student access to certain AI tools based on age requirements.
- Piloted Skill Struck's Chat for Schools and provided scaffolding for staff.
- Engaged the board through presentations and visits to classrooms using AI.
- **Walla Walla Public Schools:**
- Focused on initial discovery and learning, forming a "ChatGPT Committee," and unblocking ChatGPT for students.
- Held a two-day EdTech Summit with a keynote on AI and launched a 5-part Generative AI PD series.
- Partnered with the union for an "All Staff" PD session with an EdTech expert.
- Future plans include deeper classroom integration, introducing OSPI's 5-Step Scaffolding Scale, and collaborating with College & Career Navigators.
**Board Role & Oversight:**
The presentation emphasized the board's role in ensuring ethical, educationally sound, financially responsible, and environmentally conscious use of AI. Key questions for boards to consider include:
- Is AI being used responsibly?
- How are students and staff being kept safe?
- How does AI align with district goals and existing laws?
- Are policy updates or new guidelines needed?
- What professional development is being provided?
**Actionable Insights:**
- **Review Existing Policies:** Assess how current policies (e.g., academic integrity, digital citizenship, equity) intersect with generative AI.
- **Engage Stakeholders:** Initiate discussions with the board, superintendent, staff, students, and families about AI implementation.
- **Provide Professional Development:** Support staff in understanding and effectively using generative AI tools.
- **Prioritize Data Privacy and Security:** Emphasize the importance of protecting student and staff data, especially with open-source AI tools.
- **Focus on Ethical Use and Critical Thinking:** Promote AI as a tool to enhance learning, not replace human thought.
- **Leverage Available Resources:** Utilize resources from OSPI, WASA, TeachAI.org, CoSN, and WSSDA.
**Looking Ahead:**
The presentation underscores the importance of a thoughtful, strategic, and collaborative approach to integrating generative AI in education. By addressing key considerations, leveraging available resources, and engaging all stakeholders, school districts can harness the power of AI to enhance teaching, learning, and operational efficiency while preparing students for the future. The examples from Peninsula, Shoreline, and Walla Walla provide valuable models for other districts to follow.
- [Understanding AI in Education - Theory to Practice](https://psd401.ai/presentations/understanding-ai)
> A session delivered online for the AESD Online AI series
**Understanding AI in Education: From Theory to Practice**
This presentation by Kris Hagel, Executive Director of Digital Learning at Peninsula School District, provided an overview of the district's journey in integrating Artificial Intelligence (AI) into education, emphasizing a thoughtful and adaptive approach.
**Key Takeaways:**
- **Analogy of AI as Aging:** The presentation cleverly compared adapting to AI to embracing the aging process – it's inevitable, so the wisest strategy is to adapt and make the most of it.
- **Multi-Year AI Journey:** Peninsula School District has been exploring and integrating AI since the spring of 2022, starting with small cohorts of teachers and gradually expanding the initiative.
- **Focus on Teacher Empowerment:** The district prioritized professional development, creating resources like "Everyday AI" and an "AI Action Research" cohort to support teachers in effectively using AI.
- **Ethical Considerations and Guidance:** PSD developed a "Principles and Beliefs" document and a Teacher FAQ to guide responsible AI implementation, addressing issues like equity, detection tools, and documentation of AI usage.
- **Alignment with UDL:** The presentation highlighted the importance of aligning AI integration with Universal Design for Learning (UDL) principles to support inclusive education.
- **Emphasis on Practical Application:** The presentation showcased real-world examples of AI use in the classroom, such as the work done by Danielle Flores to support students with special needs.
- **Leveraging External Resources:** PSD utilized resources like the K-12 Generative AI Readiness Checklist from CGCS & COSN, the TeachAI.org Toolkit, and the AASA & COSN EmpowerED Superintendents initiative.
**Actionable Insights:**
- **Embrace an Adaptive Mindset:** Approach AI integration as an ongoing journey, recognizing that the technology and its applications will continue to evolve.
- **Prioritize Teacher Professional Development:** Invest in training and resources to empower teachers to effectively and ethically use AI in their classrooms.
- **Develop Guiding Principles and FAQs:** Create clear guidelines for AI use, addressing ethical considerations, equity concerns, and practical implementation questions.
- **Align AI with UDL:** Explore how AI tools can support the principles of Universal Design for Learning, providing multiple means of engagement, representation, and action & expression.
- **Avoid AI Detection Tools:** Recognize the limitations and potential harm of relying on AI detection tools.
- **Document AI Usage:** Establish practices for documenting the use of AI in generating content or making decisions.
- **Utilize External Frameworks and Resources:** Leverage resources from organizations like CGCS, COSN, TeachAI.org, AASA, and ISTE to guide your AI implementation.
**Looking Ahead:**
The presentation implies that Peninsula School District will continue to explore and expand its use of AI in education, guided by its principles and beliefs, and informed by ongoing professional development and practical classroom experiences. The district's proactive approach serves as a model for other districts seeking to navigate the evolving landscape of AI in education.
- [Teaching the Future](https://psd401.ai/presentations/teaching-the-future)
> A workshop delivered at the 2024 WCCT Conference on The Work we have been doing with our teachers on AI
**Teaching the Future: Preparing Teachers for the Transformative Impact of AI**
This presentation by Kris Hagel, Chief Information Officer at Peninsula School District, outlines the district's journey in preparing teachers for the transformative impact of AI in education, highlighting their proactive approach, professional development initiatives, and lessons learned.
**Key Takeaways:**
- **Early Adoption and Exploration:** Peninsula School District began exploring AI's potential in education as early as the spring of 2022, recognizing the significant changes it would bring.
- **Multi-Faceted Professional Development:** The district implemented three distinct professional development paths: "Innovation with Integrity" (action research), "Everyday AI" (small cohort with digital learning coaches), and 1:1 teacher coaching.
- **Focus on Ethical Considerations:** The "Innovation with Integrity" action research project delved into ethical considerations, student perceptions, and the impact of AI on learning.
- **Data Collection and Analysis:** The district collected data through student and teacher surveys, as well as student prompt logs, to understand the evolving landscape of AI use in classrooms.
- **Emphasis on Prompt Engineering:** A key takeaway was the need to improve students' prompt engineering skills, particularly in engaging in follow-up conversations with AI.
- **Addressing Concerns about AI Detectors:** The presentation acknowledged teachers' initial reliance on AI detectors and the need to shift that mindset.
- **Adapting to Changing Circumstances:** The district had to adjust its plans due to staffing changes, moving from district-provided PD to building-based support through Digital Innovation Leads.
- **Leveraging External Resources and Partnerships:** The presentation highlights various resources and initiatives, including "AI for All" during American Education Week and collaborations with other districts and organizations.
- **Building Custom AI Tools:** The district is actively developing custom chatbots and exploring the potential of AI to enhance multilingual support and Universal Design for Learning (UDL).
**Actionable Insights:**
- **Embrace a Proactive Approach:** Recognize the transformative potential of AI in education and take proactive steps to prepare teachers and students.
- **Implement Diverse Professional Development:** Offer a variety of professional learning opportunities to cater to different needs and levels of expertise.
- **Collect and Analyze Data:** Gather data on student and teacher perceptions, usage patterns, and the impact of AI on learning to inform your strategy.
- **Focus on Prompt Engineering:** Equip students and teachers with the skills to effectively interact with AI through well-crafted prompts.
- **Address Ethical Concerns:** Engage in open discussions about the ethical implications of AI, including bias, privacy, and responsible use.
- **Adapt to Changing Circumstances:** Be prepared to adjust your plans based on evolving needs, resources, and external factors.
- **Leverage External Resources and Partnerships:** Collaborate with other districts, organizations, and experts to share knowledge and resources.
- **Explore Custom AI Solutions:** Investigate the potential of building your own AI tools to address specific needs and enhance existing initiatives.
- **Integrate AI with UDL:** Recognize AI's potential to support UDL principles and create more inclusive learning environments.
**Looking Ahead:**
Peninsula School District's future plans include a Fall 2024 kickoff PD on AI basics, MagicSchool.ai, planning for inclusion using AI, and using AI to build student agency. They will also focus on principal professional learning on prompt engineering, an updated cabinet retreat workshop, clerical training on AI, and expanding UDL practices with AI. The district is also building custom AI tools to support constituents. The presentation underscores the importance of ongoing professional development, strategic planning, and a commitment to leveraging AI to enhance teaching, learning, and operational efficiency.
- [Introduction to AI](https://psd401.ai/presentations/introduction-to-ai)
> A PD session provided to PSD with a early introduction to AI
**Professional Learning Day: Introduction to AI**
This professional development session provides educators with a foundational understanding of AI, focusing on the distinctions between reactive, predictive, and generative AI, and practical applications of generative AI tools in the classroom.
**Key Takeaways:**
- **Defining AI:** The presentation defines AI as code that simulates human intelligence, performing tasks like understanding language, recognizing patterns, and making decisions. It further categorizes AI into three types:
- **Reactive AI:** Responds to specific inputs without learning.
- **Predictive AI:** Analyzes data to predict future events.
- **Generative AI:** Creates new content based on learned patterns.
- **PSD's Belief on AI:** The Peninsula School District believes AI can intensify the human element in education.
- **Understanding Key Terms:** Participants are introduced to key terms like LLM (Large Language Model) and NLP (Natural Language Process), and the concept of H-AI-H (Human Inquiry - AI - Human Empowerment) is presented.
- **Hands-On Activities:** The session includes several hands-on activities:
- **AI Tool Progression Sort:** Categorizing real-world AI tools as reactive, predictive, or generative.
- **Image Generation with Canva:** Attempting to recreate images using Canva's AI image generator, focusing on iterative prompting.
- **Text Generation with MagicSchool.ai:** Using MagicSchool.ai's Team Builder/Ice Breaker bot and other tools to generate content, emphasizing the importance of well-crafted prompts.
- **Self-Directed Exploration:** Participants explore various MagicSchool.ai tools based on their interests and teaching needs, creating a product relevant to their first week of school scenarios.
- **Prompt Engineering Frameworks:** Two frameworks for crafting effective prompts are introduced:
- **Five "S" Model:** Set the Scene, Specific Request, Simplify the Language, Structure the Output, Share Feedback.
- **Best PARTS of Prompt Building:** Persona, Audience, Relevant, Tone, Specific.
- **Best Practices for AI Usage:** The presentation emphasizes checking for bias, using the 80-20 approach (AI for initial work, human refinement), using human judgment, and protecting student privacy.
- **Introduction to Tools:** Participants receive a tour of Canva and create MagicSchool.ai accounts.
**Actionable Insights:**
- **Differentiate Between AI Types:** Understand the distinctions between reactive, predictive, and generative AI.
- **Master Prompt Engineering:** Practice using the Five "S" Model and the PARTS framework to craft effective prompts.
- **Explore Canva and MagicSchool.ai:** Experiment with these tools to generate images, create lesson plans, and explore other functionalities.
- **Apply AI in Practical Ways:** Use AI to create team builders, icebreakers, UDL choice boards, lesson plans, and other resources.
- **Follow Best Practices:** Always check for bias, use AI as a starting point, exercise your judgment, and protect student privacy.
- **Complete the Exit Ticket:** Demonstrate your understanding of the day's learning by completing the exit ticket.
- **Utilize the Provided Resources:** Explore the training resources for MagicSchool.ai and Canva.
**Looking Ahead:**
This introductory session provides a solid foundation for educators to begin integrating AI tools into their practice. By understanding the different types of AI, mastering prompt engineering techniques, and exploring practical applications, participants are well-equipped to leverage AI for enhanced teaching and learning. The hands-on activities and emphasis on best practices ensure that educators can confidently and responsibly integrate these powerful tools into their classrooms. The session encourages ongoing exploration and provides resources for continued learning and support.
- [MagicSchool AI For Teachers](https://psd401.ai/presentations/magicschool-ai-for-teachers)
> Professional Development for District Staff on MagicSchool
**Make Your Planning Easier: AI for Teachers By MagicSchool**
This presentation, led by Chris Jardin, introduces MagicSchool, a suite of over 60 AI-powered tools designed to assist teachers with various tasks, including lesson planning, differentiation, communication, and more.
**Key Takeaways:**
- **MagicSchool Streamlines Teacher Workload:** The platform offers a wide range of tools to help educators save time and effort in their daily tasks.
- **Focus on Practical Applications:** The presentation emphasizes the practical use of MagicSchool tools, providing specific examples and prompts for various educational scenarios.
- **Ethical Considerations:** The presentation addresses the issue of plagiarism, encouraging teachers to credit AI tools when used and to focus on the "80-20 Approach," where AI handles the initial work, and teachers refine and personalize the final product.
- **Best Practices for AI Use:** Key best practices are highlighted, including checking for bias and accuracy, using human judgment, understanding AI's limitations, and protecting student privacy.
- **Easy to Use and Accessible:** MagicSchool is designed to be user-friendly, requiring no prior training. The platform features "Exemplar" examples and detailed prompts to guide users.
- **Extensive Resources and Support:** The presentation provides links to various resources, including a "Wall of Love," YouTube channel, Facebook group, resource library, and certification courses.
**Actionable Insights:**
- **Explore MagicSchool's Tools:** Visit [https://www.magicschool.ai/](https://www.magicschool.ai/) and explore the 60+ tools available.
- **Utilize the "Exemplar" Feature:** Click the star button to see examples of inputs and outputs for each tool.
- **Follow Best Practices:** Check for bias and accuracy, use the 80-20 approach, exercise your judgment, understand AI's limitations, and protect student privacy.
- **Experiment with Provided Prompts:** Use the suggested prompts for lesson planning, differentiation, and other tasks to get started.
- **Leverage Copy/Paste for Formatting:** Use the Copy/Paste icon to transfer outputs to other documents while preserving formatting.
- **Access Output History:** Refer to the left menu to access previously generated outputs.
- **Get Certified:** Take advantage of MagicSchool's certification courses to deepen your understanding and skills.
- **Seek Support:** Utilize the available resources, including the YouTube channel, Facebook group, and Chris Jardin's email, for assistance.
**Looking Ahead:**
The presentation encourages teachers to explore and integrate MagicSchool into their workflow, emphasizing its potential to reduce workload, enhance planning, and ultimately improve teaching and learning. By embracing AI tools like MagicSchool and following best practices, educators can leverage technology to create more engaging, differentiated, and effective learning experiences for their students. The presentation positions MagicSchool as a valuable resource for teachers seeking to streamline their work and enhance their instructional practices.
- [AI-Powered Efficiency: Enhancing Workflows and Well-Being](https://psd401.ai/presentations/ai-for-efficiency)
> A PD Workshop offered to PSD staff on utilizing AI for efficiency and wellness
**AI-Powered Efficiency: Enhancing Workflows and Well-Being**
Scheduled for the Peninsula School District Professional Learning Day on August 28, 2024, this presentation focuses on leveraging AI to enhance efficiency, streamline workflows, and improve well-being for educators.
**Key Takeaways:**
- **Generative AI Fundamentals:** The presentation introduces generative AI as a rapidly advancing technology with significant potential impacts, emphasizing the importance of understanding and embracing it.
- **The AI Mindset:** It encourages a mindset shift from denial or despair to embracing AI as a tool for increased productivity and a valuable, albeit quirky, colleague.
- **Popular AI Tools:** The presentation highlights popular AI tools like ChatGPT, Claude, and Gemini, emphasizing their use for general work and learning, while cautioning against using them with private data without proper agreements.
- **Prompt Priming:** The core concept of prompt priming is introduced, which involves providing specific context to narrow down AI responses and ensure more relevant and tailored outcomes.
- **Advanced Prompting Techniques:** The presentation delves into three key prompt engineering patterns:
- **Persona Pattern:** Assigning specific roles or viewpoints to the AI (e.g., a historical figure, a friendly tree, a trendy teenager).
- **Few-Shot Prompting:** Providing examples to guide the AI in generating outputs that follow a desired format or style.
- **Template Pattern:** Using fill-in-the-blank templates to structure AI outputs and ensure consistency.
- **Peninsula's Primary Tools:** The presentation highlights two primary AI tools used in the district:
- **MagicSchool.ai:** A platform with various tools for lesson planning, differentiation, communication, and more.
- **Amplify GenAI:** A district-specific AI tool.
**Actionable Insights:**
- **Embrace the AI Mindset:** Approach AI as a tool to enhance productivity and well-being.
- **Master Prompt Priming:** Provide specific context when interacting with AI to get more relevant and tailored results.
- **Experiment with Prompting Patterns:** Practice using the Persona, Few-Shot, and Template patterns to refine your AI interactions.
- **Utilize Peninsula's Primary Tools:** Explore and leverage MagicSchool.ai and Amplify GenAI to streamline workflows and enhance teaching practices.
- **Engage in Continuous Learning:** Stay updated on the latest AI developments and explore the provided resources (books, articles, prompt libraries) to further enhance your skills.
- **Ask the AI for help:** Use the AI to help you create better prompts and get more specific answers.
- **Join the PSD AI Sharing & Learning Google Chat Space:** Connect with colleagues to share experiences, ask questions, and learn from each other.
- **Use AI to improve the AI Principles and Beliefs:** Use the prompt provided to have AI help update and refine the Principles and Beliefs document.
**Looking Ahead:**
This presentation provides a comprehensive overview of how AI can be leveraged to enhance efficiency and well-being in the educational setting. By mastering prompt engineering techniques, utilizing available tools, and engaging in continuous learning, educators can effectively integrate AI into their workflows, ultimately creating a more supportive and productive environment for themselves and their students. The presentation encourages a proactive and informed approach to AI adoption, positioning it as a valuable asset for educators in the Peninsula School District.
- [Leveraging AI Tools in Your Workplace - AI For Business Leaders](https://psd401.ai/presentations/leveraging-ai-business)
> A workshop delivered Gig Harbor Chamber Members on AI in the Workplace
**Leveraging AI Tools in Your Workplace: A Guide for Business Leaders**
Presented on August 6, 2024, this training focused on empowering business leaders (with a specific focus on examples for K-12 Public School District Leaders) with practical knowledge and skills to effectively utilize AI chatbots in their professional roles. The presentation covered everything from basic chatbot interactions to advanced prompting techniques and real-world applications.
**Key Takeaways:**
- **Iterative Prompting is Essential:** The presentation emphasized the importance of iterative conversations with AI chatbots to refine outputs and achieve desired results, moving away from a "one-and-done" approach.
- **Advanced Prompting Techniques Enhance AI Interactions:** Attendees learned four advanced prompting techniques:
- **Persona Pattern:** Assigning specific roles and characteristics to AI for tailored responses.
- **Cognitive Verifier Pattern:** Using AI to validate assumptions, decisions, or data.
- **Few-Shot Prompting:** Guiding AI with examples to achieve desired formats or styles.
- **Outline Expansion Pattern:** Starting with a basic outline and progressively expanding it with AI's assistance.
- **Custom Instructions and Multi-Modality Expand AI Capabilities:** The presentation explored how custom instructions can personalize AI interactions and how AI can process various modalities, such as documents and images.
- **Custom GPTs Offer Tailored Solutions:** Attendees were introduced to the concept of building custom GPTs, using examples like "How(???)Writes" for analyzing writing style and "Advisory Board 2.0" for ideation.
- **Real-World Applications Drive Efficiency:** The presentation highlighted practical applications of AI in various operational and instructional contexts, including data analysis, lesson planning, and instructional coaching.
**Actionable Insights:**
- **Practice Iterative Prompting:** Engage in ongoing conversations with AI chatbots, refining your prompts to improve the quality of outputs.
- **Master Advanced Prompting Techniques:** Apply the Persona, Cognitive Verifier, Few-Shot, and Outline Expansion patterns to enhance your interactions with AI.
- **Customize AI Interactions:** Utilize custom instructions to personalize your AI chatbot's responses and explore the capabilities of multi-modal AI.
- **Build or Explore Custom GPTs:** Investigate pre-built GPTs or consider building your own to address specific needs and workflows.
- **Embed Prompting Skills in Spreadsheet Tools:** Leverage plugins like "GPT For Work" and "Sheet Co-Pilot" to integrate AI prompting directly into Google Sheets.
- **Explore Real-World Applications:** Consider how AI tools like Securly Discern, Magicschool.ai, and Securly Chat can be used to enhance efficiency and decision-making in your organization.
- **Reflect on the Instructional Coaching and De-Implementation Examples:** Analyze how AI can be used to provide meta-feedback to teachers and to identify areas for de-implementation to create time for new initiatives.
**Looking Ahead:**
The presentation highlighted PSD's next steps, including participating in the CoSN/Council of Great City Schools/AWS Pilot, further integrating UDL and AI, and presenting to the Gig Harbor Chamber on AI for business leaders. The presentation emphasizes the transformative potential of AI in the workplace, encouraging leaders to embrace these tools to improve efficiency, enhance decision-making, and drive innovation.
- [ChatGPT Hacks to Streamline Your Workday](https://psd401.ai/presentations/chatgpt-hacks-workday)
> A workshop delivered at the 2024 WASBO Business Managers Conference on Using ChatGPT To Streamline Workflows
**ChatGPT Hacks to Streamline Your Workday: A Guide for School Business Managers**
Presented at the WASBO 2024 Business Managers Conference by Ashley Murphy and Kris Hagel, this presentation provided practical strategies for leveraging ChatGPT to enhance efficiency and decision-making in school business operations.
**Key Takeaways:**
- **Understanding Generative AI and ChatGPT:** The presentation introduced Generative AI as a technology capable of creating new content based on learned patterns, with ChatGPT as a specific AI system designed for human-like dialogue and task assistance.
- **Focus on Practical Applications:** The core of the presentation centered on demonstrating real-world applications of ChatGPT in the context of school business management.
- **Data-Driven Decision Making:** A key learning objective was to apply Generative AI for data-driven decision making in public school districts.
- **Enhanced Operational Efficiency:** The presentation aimed to show how AI tools can streamline operations and support strategic decision-making in public school districts.
**Actionable Insights:**
- **Demo 1: Letter of Direction:**
- Use ChatGPT to create disciplinary letters.
- **Resources Needed:** Contract language section that was violated, description of events.
- **Demo 2: Letter of Reference:**
- Leverage ChatGPT to generate letters of reference for staff.
- **Resources Needed:** Staff member's resume, job description.
- **Demo 3: Budget Breakdown:**
- Utilize ChatGPT to analyze a department-level budget, creating a document with visual aids, key highlights, and areas of concern.
- **Resources Needed:** School District Accounting Manual (Chapter 6), Monthly Skyward Budget Report.
- **Demo 4: Allocation Formula:**
- Employ ChatGPT to develop an allocation formula for building-level budgets, weighting for high-poverty and diverse schools, and considering total enrollment.
- **Resources Needed:** School Year Enrollment Report from OSPI Data Portal.
- **Explore Further Learning:** The presentation provided resources for continued learning:
- **Blog:** [https://www.oneusefulthing.org/](https://www.oneusefulthing.org/)
- **Prompt Engineering Course:** [https://www.coursera.org/learn/prompt-engineering](https://www.coursera.org/learn/prompt-engineering)
- **PSD Version - Google Slides**
- **Book:** Co-Intelligence: Living and Working with AI
**Looking Ahead:**
This presentation empowers school business managers to leverage ChatGPT as a tool for streamlining their workday and improving operational efficiency. By applying these practical examples and continuing to explore the capabilities of Generative AI, business managers can enhance their decision-making processes and contribute to the overall success of their districts. The presentation highlights how AI can be a valuable asset in the field of education administration, echoing Satya Nadella's sentiment that the true value of AI lies in its potential to inspire human achievement.
- [Integrating Artificial Intelligence with Universal Design for Learning](https://psd401.ai/presentations/integrating-ai-udl)
> A workshop delivered at the 2024 Model Schools Conference on How MTSS/UDL/AI all complement each other
**Integrating Artificial Intelligence with Universal Design for Learning: Enhancing Inclusive Education Through MTSS**
Presented at the Model Schools Conference in 2024 by Kris Hagel and John Yellowlees from the Peninsula School District, this presentation explored the powerful synergy between Artificial Intelligence (AI) and Universal Design for Learning (UDL) within a Multi-Tiered System of Supports (MTSS) framework.
**Key Takeaways:**
- **MTSS as a Foundation for Inclusive Education:** The Peninsula School District (PSD) has been implementing MTSS since 2018, focusing on prevention, problem-solving, and providing all students with access to rigorous grade-level content, alongside Tier II and Tier III supports and enrichment.
- **UDL as a Core Component of MTSS:** PSD integrated UDL into its MTSS framework to ensure Tier I instruction is accessible to all learners, emphasizing multiple means of engagement, representation, and action & expression.
- **AI as a Catalyst for UDL Implementation:** AI was introduced as a powerful tool to further enhance UDL, personalize learning, and provide diverse options for engagement, representation, and expression.
- **Ethical Considerations are Paramount:** The presenters stressed the importance of addressing ethical implications, including data privacy, equity, and potential bias, when integrating AI in education.
- **Professional Learning is Key:** PSD implemented various professional learning initiatives to support teachers in effectively using AI, including the "Innovation with Integrity" action research project, "Everyday AI" cohort, and 1:1 coaching.
- **Focus on Prompt Engineering:** A significant takeaway was the importance of teaching students (and teachers) effective prompt engineering skills to maximize the benefits of AI tools.
- **AI Supports Learner Variability:** The presenters highlighted how AI can provide flexible learning methods and tools that cater to diverse student needs and preferences, such as text leveling, real-world connections, text summarizing, and accommodation suggestions.
- **Positive Impact on Student Outcomes:** The integration of UDL and AI at Henderson Bay Alternative High School resulted in improved student sense of belonging, increased Smarter Balanced ELA proficiency, and a higher graduation rate.
**Actionable Insights:**
- **Review MTSS and UDL Implementation:** Assess your current MTSS framework and consider integrating UDL principles to make core instruction accessible to all learners.
- **Explore AI's Potential to Enhance UDL:** Investigate how AI tools can provide multiple means of engagement, representation, and action & expression in your classrooms.
- **Develop AI Principles and Beliefs:** Establish clear ethical guidelines and considerations for AI use in your school or district, focusing on data privacy, equity, and bias.
- **Implement Comprehensive Professional Learning:** Provide teachers with training on AI tools, prompt engineering, and pedagogical approaches that integrate AI with UDL.
- **Utilize AI for Flexible Learning:** Explore AI tools that can generate texts, create choice boards, provide sentence starters, scaffold assignments, and offer personalized learning supports.
- **Build Custom AI Tools:** Consider developing tailored AI solutions, such as chatbots for teachers or a website analysis tool for community engagement.
- **Monitor Student Outcomes:** Track the impact of AI and UDL integration on student achievement, engagement, and well-being.
- **Learn from the Henderson Bay Example:** Study the successful implementation at Henderson Bay Alternative High School as a model for integrating AI and UDL to improve student outcomes.
**Looking Ahead:**
PSD's future work includes expanding UDL practices with AI, focusing on formative assessment, student reflection, and feedback. They are also developing principal training on prompt engineering, AI training for clerical staff, and custom AI tools to support constituents. The presentation emphasizes that the thoughtful integration of AI with UDL, guided by ethical considerations and supported by professional learning, can create a more inclusive and effective learning environment for all students.
- [AI Meeting the Needs of Diverse Populations](https://psd401.ai/presentations/meeting-diverse-needs)
> A workshop delivered at the 2024 WASA Superintendents Conference on AI For Diverse Students
**AI Meeting the Needs of Diverse Populations: A Superintendent's Perspective**
This presentation, led by Superintendents Krestin Bahr (Peninsula School District) and Bryon Bahr (Rainier School District), explored how Artificial Intelligence (AI) can be leveraged to support diverse learners within an educational context.
**Key Takeaways:**
- **Contrasting Journeys to AI Integration:** The presenters acknowledged that every district is on a different path, using their own districts as examples of varying approaches to AI implementation.
- **Human-Centered AI Approach:** The "H AI H Approach" - human inquiry, leverage AI, human reflection - was emphasized as a guiding principle for AI integration.
- **PSD's Principles & Beliefs:** Peninsula School District developed a set of principles and beliefs collaboratively with various stakeholders, including teachers and AI tools themselves, to guide responsible AI use.
- **AI to Support UDL and MTSS:** The presenters highlighted how AI can be used to generate texts, create choice boards, provide sentence starters, offer text leveling, summarize complex texts, suggest accommodations, and provide real-world connections – all supporting Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS).
- **Overcoming Analysis Paralysis:** The presenters encouraged attendees to overcome the fear of getting started with AI, emphasizing that even a small amount of time invested can lead to proficiency.
**Actionable Insights:**
- **Reflect on Your District's AI Journey:** Consider where your district is on the path to AI integration and what steps you can take to move forward.
- **Embrace the H AI H Approach:** Guide your AI initiatives with a focus on human inquiry, leveraging AI capabilities, and engaging in human reflection.
- **Develop Guiding Principles:** Create a set of principles and beliefs, in collaboration with stakeholders, to ensure responsible and ethical AI use in your district.
- **Utilize AI to Support UDL and MTSS:** Explore how AI tools can help you provide multiple means of engagement, representation, and action & expression, as well as support tiered interventions.
- **Just Get Started:** Don't let "analysis paralysis" prevent you from exploring AI's potential. Dedicate time to experimenting with AI tools and find what works for you and your students.
- **Leverage Available Resources:** Utilize resources like PSD's AI website, OSPI's Human Centered AI guidelines, and the TeachAI Guidance for Schools toolkit to inform your AI implementation.
**Looking Ahead:**
The presentation highlighted future work in developing custom AI tools to increase inclusion and community engagement. These include:
- **Assistants for Teachers:** Custom chatbots to help teachers tailor lessons based on student preferences and UDL principles.
- **AI Analysis of Strategic Plan Data:** A website tool for the community to analyze public strategic plan metrics.
- **Digital Wellness Coach:** A chatbot to help parents with challenging questions about their children's phone and social media use.
The presentation underscores the potential of AI to meet the needs of diverse learners and improve educational outcomes when implemented thoughtfully and ethically. It encourages educators to embrace a proactive approach to AI integration, leveraging available resources and focusing on practical applications that support student success.
- [AI Action Research - Board Update](https://psd401.ai/presentations/ai-action-research-update)
> A presentation delivered to the PSD Board of Directors on the work of the AI Action Research Team in 2023/2024
**AI Action Research '24 Update: Progress, Spotlights, and Future Directions**
This presentation to the PSD Board of Directors on May 21, 2024, provided an update on the district's AI action research, highlighting team progress, teacher spotlights, and plans for the upcoming year.
**Key Takeaways:**
- **Multi-Faceted Approach to AI Integration:** PSD has implemented a comprehensive approach to exploring and integrating AI, including a dedicated action research team, digital innovation leads in each building, participation in the CoSN/CGCS/AWS Maturity Pilot, and the adoption of MagicSchool AI.
- **Focus on Professional Development:** The action research team has focused on expanding their own knowledge, improving prompt engineering skills, and building professional development for school staff.
- **Teacher-Led Innovation:** Digital Innovation Leads in each building are actively using and promoting safe AI tools, with 75% of teachers currently utilizing these resources.
- **Classroom Implementation Across Grade Levels:** The presentation showcased diverse examples of AI integration, from exploring AI concepts with K-5 students to supporting research, reading, and study skills in middle and high school.
- **Emphasis on Ethical Considerations:** Teachers are engaging students in discussions about responsible AI use, data management, and the ethical implications of AI.
- **Positive Impact on Student Learning:** Examples from resource room students and co-taught English classes suggest that AI is helping students better understand grade-level material and receive individualized support.
- **Strategic Partnerships:** PSD is partnering with the GH Chamber to provide AI and prompt engineering training for business leaders, demonstrating a commitment to community engagement.
**Actionable Insights:**
- **Review the Action Research Team's Progress:** Consider the team's work in expanding their learning, building staff PD, and designing their own chatbots.
- **Explore the Role of Digital Innovation Leads:** Examine how these building-based representatives are promoting AI tool usage and providing professional development.
- **Study the Teacher Spotlights:** Analyze the diverse examples of AI integration across grade levels and subject areas, including:
- **Justin Towner (K-5):** Exploring AI concepts, unpacking standards, using AI prompting games, and introducing students to machine learning.
- **Kayla Frank (7-8 Social Studies):** Using AI for research, reading comprehension, and study support.
- **Lauren Jarvis (6th Grade LA/SS):** Focusing on AI literacy, ethics, evaluating writing with AI, and using AI for research in social studies.
- **Danielle Flores (Resource Room):** Helping students understand grade-level text and explore math AI tools.
- **Consider the Impact on Co-Teaching:** Note how AI is being used to design UDL lessons, increase student engagement, and address individual needs in co-taught classrooms.
- **Plan for Future Initiatives:** Take into account PSD's plans for partnering with the GH Chamber, expanding UDL work with AI, developing a digital wellness parent coach, and creating operational tools.
**Looking Ahead:**
PSD's next steps include expanding their work with UDL by utilizing AI tools to make lesson design easier and developing a digital wellness parent coach. They are also creating operational tools and partnering with the GH Chamber to provide AI and prompt engineering training for business leaders. The presentation demonstrates PSD's commitment to ongoing exploration, responsible implementation, and leveraging AI to enhance teaching, learning, and community engagement.
- [AI: A Brave New World](https://psd401.ai/presentations/ai-brave-new-world)
> A PD session delivered to the PSD Staff explaining AI to teachers
**AI: A Brave New World - An Introduction for Educators**
This presentation serves as an introductory guide for K-12 educators on integrating AI tools into their workflow and classrooms, emphasizing practical applications and ethical considerations.
**Key Takeaways:**
- **PSD's AI Principles and Beliefs:** The presentation highlights the Peninsula School District's (PSD) commitment to using AI as a tool to "intensify the human element in education," as outlined in their Principles and Beliefs statement.
- **Focus on Practical Applications:** The presentation emphasizes how AI can be used for:
- **Lesson Plan Creation:** Streamlining lesson planning, automating repetitive tasks, personalizing plans, and exploring AI-based curriculum suggestions.
- **Rubric Generation:** Automating rubric creation, scoring, and feedback, while ensuring fairness and consistency.
- **MTSS Support:** Identifying students needing extra support, analyzing data for interventions, and monitoring progress.
- **UDL Implementation:** Customizing learning experiences, adapting content, and providing personalized support.
- **Introduction to AI Tools:** The presentation introduces various AI tools:
- **Google Workspace Add-ons:** Plus AI for Slides and GPT Workspace for Docs and Sheets.
- **MagicSchool.ai:** For lesson generation, rubric creation, email assistance, letters of recommendation, and more.
- **Curipod:** For creating interactive slides, discussion questions, and exit tickets.
- **Quizizz:** For generating multiple-choice questions for various content types.
- **Class Companion:** For assigning writing prompts, providing feedback, and monitoring student engagement.
- **Ethical Considerations:** The presentation encourages educators to proceed with "curiosity and caution," co-creating AI ethical use agreements with students and discussing ethical use in the classroom.
- **Emphasis on Showing Work:** Educators are encouraged to find ways for students to show their work when using AI, emphasizing transparency and understanding.
- **Extensive Resource List:** The presentation provides a wealth of resources, including prompt ideas, articles, videos, and links to various AI tools and platforms.
**Actionable Insights:**
- **Review PSD's AI Principles and Beliefs:** Familiarize yourself with the district's stance on AI in education.
- **Explore the Suggested AI Tools:** Experiment with the introduced tools (Google Workspace Add-ons, MagicSchool.ai, Curipod, Quizizz, Class Companion) to see how they can support your workflow.
- **Develop Lesson Plans with AI:** Use AI tools to streamline lesson planning, personalize learning experiences, and explore new curriculum ideas.
- **Automate Rubric Generation and Feedback:** Leverage AI to create, score, and provide feedback on rubrics more efficiently.
- **Support MTSS with AI:** Explore how AI can be used to identify students needing support, analyze data, and monitor progress.
- **Implement UDL Principles with AI:** Utilize AI to customize learning experiences, adapt content, and provide personalized support for diverse learners.
- **Co-Create AI Ethical Use Agreements:** Engage students in discussions about ethical AI use and develop classroom guidelines together.
- **Utilize the Provided Resources:** Explore the extensive list of resources to deepen your understanding of AI and its applications in education.
**Looking Ahead:**
This presentation serves as a starting point for educators to explore and integrate AI tools into their practice. By emphasizing practical applications, ethical considerations, and providing a wealth of resources, the presentation empowers teachers to confidently navigate the "brave new world" of AI in education. The focus on UDL and MTSS highlights AI's potential to create more inclusive and supportive learning environments, while the emphasis on teacher-led innovation encourages educators to explore and adapt these tools to meet the unique needs of their students and classrooms.
- [2/3 Unit: Artificial Intelligence (AI)](https://psd401.ai/presentations/unit-understanding-ai-23)
> Unit on understanding AI for students in grades 2-3 at Pioneer Elementary
**2/3 Unit: Artificial Intelligence (AI) - An Introduction for Young Learners**
This unit plan introduces 2nd and 3rd-grade students to the concept of Artificial Intelligence (AI) through a series of interactive activities. The unit aims to demystify AI and demonstrate its applications in a way that is accessible and relevant to young learners.
**Key Concepts:**
- **What is AI?** AI is introduced as code that simulates human intelligence, enabling machines to understand language, recognize patterns, and make decisions.
- **Types of AI:** Although not explicitly stated, the activities touch upon reactive, predictive, and generative AI through examples.
- **Datasets:** The concept of datasets as collections of curated data (images, measurements, text, video) that form the "brain" of AI is explained.
- **Machine Learning:** Students are introduced to machine learning through activities like Teachable Machine, where they train a computer model.
- **Coding and Algorithms:** While not as prominent as in the K/1 unit, the mention of copying and pasting story elements for the chatbot activity could be a subtle introduction to basic coding concepts.
**Learning Objectives:**
- Students will understand a general definition of AI.
- Students will understand that AI is based on datasets.
- Students will be able to use Google's Quick Draw to see how AI "thinks" and makes predictions.
- Students will understand the analogy of machine learning as a cake (explained through a video).
- Students can have a teacher use an AI image generator to create a visual representation of their creative writing.
- Students can learn and interact with machine learning by interacting with the Teachable Machine website.
- Students can work with a small group to add a set of story elements for a chatbot to generate a story.
- Students can explore with any of the AI learning tools used in the unit.
**Activities:**
- **Day 1: What is AI and Data Sets with QuickDraw:** Introduction to AI and datasets using Google's Quick Draw. Students play a game where they draw for an AI and it tries to guess what they are drawing, learning about datasets in the process.
- **Day 2: Creative Writing using Schoology Discussion and AI Image Generators:** Students engage in creative writing and use AI image generators to create visuals based on their stories, using a Schoology discussion forum.
- **Day 3: Machine Learning with Teachable Machine:** Students create datasets and train a machine learning model to classify different hand positions (numbers 1 and 5).
- **Day 4: Story Writing with AI Chatbots:** Students use chatbots like ChatGPT to help them write stories, collaborating in small groups and using a Schoology discussion forum.
- **Day 5: Free Choice with AI Tools:** Students choose from various AI tools (Quick Draw, image generators, Teachable Machine, ChatBot storytelling) to explore further.
**Assessment:**
- **Unit Rubric:** Based on ELA and ISTE standards, focusing on writing narratives and curating information from digital resources.
**Additional Notes:**
- **"AI or Not?" Game:** A game to help students distinguish between AI and non-AI technologies.
- **"What Cake Can Teach Us About AI" Video:** An analogy to help students understand machine learning.
- **Teachable Machine:** Students train a model to recognize different hand positions, learning about datasets and prediction accuracy.
**Looking Ahead:**
This unit plan provides a fun and engaging introduction to AI for 2nd and 3rd-grade students. By combining hands-on activities with age-appropriate explanations, the unit demystifies AI and helps students understand its basic principles. The focus on datasets, machine learning, and creative applications lays a foundation for future learning about AI and its applications. The use of tools like Quick Draw, Teachable Machine, and AI image generators provides a tangible and interactive way for students to experience AI in action. The unit also encourages creativity and collaboration, allowing students to explore AI's potential in a playful and imaginative way.
- [4/5 Unit: Artificial Intelligence (AI)](https://psd401.ai/presentations/unit-understanding-ai-45)
> Unit on understanding AI for students in grades 4-5 at Pioneer Elementary
**4/5 Unit: Artificial Intelligence (AI) - A Deeper Dive for Upper Elementary**
This unit plan introduces 4th and 5th-grade students to Artificial Intelligence (AI) through a series of interactive activities, expanding on concepts from earlier grades and delving into more complex applications like facial recognition.
**Key Concepts:**
- **What is AI?** AI is defined as code that simulates human intelligence, enabling machines to understand language, recognize patterns, and make decisions.
- **Types of AI:** While not explicitly stated, the activities touch upon reactive, predictive, and generative AI.
- **Datasets:** The concept of datasets as collections of curated data (images, measurements, text, video) that power AI is reinforced.
- **Machine Learning:** Students explore machine learning through Teachable Machine, creating datasets and training models for image classification. There is a focus on testing and accuracy.
- **Coding and Algorithms:** While not explicitly focused on coding, the use of chatbots and image generators implicitly introduces students to the idea of providing instructions to a computer.
**Learning Objectives:**
- Students will understand a general definition of AI.
- Students will understand that AI is based on datasets.
- Students will be able to use Google's Quick Draw to see how AI "thinks" and makes predictions.
- Students will understand the analogy of machine learning as a cake (explained through a video).
- Students can have a teacher use an AI image generator to create a visual representation of their creative writing.
- Students can learn and interact with machine learning by interacting with the Teachable Machine website, including creating data points, training the machine, and testing its accuracy.
- Students can work with a small group to add a set of story elements for a chatbot to generate a story.
- Students can explore with any of the AI learning tools used in the unit.
**Activities:**
- **Day 1: What is AI and Data Sets with QuickDraw:** Introduction to AI and datasets using Google's Quick Draw. Students play a game where they draw for an AI and it tries to guess what they are drawing.
- **Day 2: Creative Writing using Schoology Discussion and AI Image Generators:** Students engage in creative writing and use AI image generators to create visuals based on their stories, using a Schoology discussion forum.
- **Day 3: Machine Learning with Teachable Machine:** Students create datasets and train a machine learning model for image classification. They are encouraged to create and test various models. Examples are given for testing colors, numbers, objects, and facial recognition.
- **Day 4: Story Writing with AI Chatbots:** Students use chatbots like ChatGPT to help them write stories, collaborating in small groups and using a Schoology discussion forum.
- **Day 5: Free Choice with AI Tools:** Students choose from various AI tools (Quick Draw, image generators, Teachable Machine, ChatBot storytelling) to explore further.
**Assessment:**
- **Unit Rubric:** Based on ELA and ISTE standards, focusing on writing narratives and curating information from digital resources.
**Additional Notes:**
- **"AI or Not?" Game:** A game to help students distinguish between AI and non-AI technologies.
- **"What Cake Can Teach Us About AI" Video:** An analogy to help students understand machine learning.
- **Teachable Machine:** Students train a model to recognize different images. The 4/5 version provides more detailed instructions on creating varied datasets and testing different models, such as for colors, numbers, objects, and even facial recognition.
**Looking Ahead:**
This unit plan provides a more advanced introduction to AI for 4th and 5th-grade students compared to the K/1 and 2/3 versions. It delves deeper into machine learning concepts and provides more opportunities for experimentation and exploration. The use of Teachable Machine allows students to actively participate in training AI models and understanding the importance of datasets. By engaging in creative writing and using AI image generators and chatbots, students experience the practical applications of AI in a fun and engaging way. The unit lays a solid foundation for further exploration of AI and its growing role in various fields.
- [K/1 Unit: Artificial Intelligence (AI)](https://psd401.ai/presentations/unit-understanding-ai-k1)
> Unit on understanding AI for students in grades K-1 at Pioneer Elementary
**K/1 Unit: Artificial Intelligence (AI) - An Introduction for Young Learners**
This unit plan, designed for kindergarten and first-grade students, introduces the concept of Artificial Intelligence (AI) through a series of engaging, hands-on activities. The unit aims to demystify AI and demonstrate its applications in a way that is accessible and relevant to young learners.
**Key Concepts:**
- **What is AI?** AI is introduced as code that simulates human intelligence, enabling machines to understand language, recognize patterns, and make decisions.
- **Types of AI:** The unit plan touches upon reactive, predictive, and generative AI.
- **Datasets:** The concept of datasets as collections of curated data (images, measurements, text, video) that form the "brain" of AI is explained.
- **Machine Learning:** Students are introduced to machine learning through activities like Teachable Machine, where they train a computer model.
- **Coding and Algorithms:** Students get hands-on experience with coding using the Dash robot and the Path/Wonder apps, learning about events, actions, loops, and algorithms.
**Learning Objectives:**
- Students will understand a general definition of AI.
- Students will understand that AI is based on datasets.
- Students will be able to use Google's Quick Draw to see how AI "thinks" and makes predictions.
- Students can program a Dash robot to complete puzzles and directions.
- Students can have a teacher use an AI image generator to create a visual representation of their creative writing.
- Students will learn how AI is impacting the world of pets (through a video).
- Students can explore with any of the AI learning tools used in the unit.
**Activities:**
- **Day 1: What is AI and Data Sets with QuickDraw:** Introduction to AI and datasets using Google's Quick Draw. Students play a game where they draw for an AI and it tries to guess what they are drawing, learning about datasets in the process.
- **Day 2: Creative Writing using Schoology Discussion and AI Image Generators:** Students engage in creative writing and use AI image generators to create visuals based on their stories.
- **Day 3: Story Writing with AI Chatbots:** Students use chatbots like ChatGPT to help them write stories, the learning objective is mislabeled as day 3, but it's the content of day 2.
- **Day 4: Machine Learning with Teachable Machine:** Students create datasets and train a machine learning model to classify different hand positions, and watch a video about AI and pets.
- **Day 5: Free Choice with AI Tools:** Students choose from various AI tools (Quick Draw, image generators, Dash robots) to explore further.
**Assessment:**
- **Unit Rubric:** Based on ELA and ISTE standards, focusing on writing narratives and curating information from digital resources.
**Additional Notes:**
- **"AI or Not?" Game:** A game to help students distinguish between AI and non-AI technologies.
- **Dash Robot Activities:** Students learn basic coding concepts (events, actions, loops, algorithms) by programming Dash robots.
- **Monster Mad Lib:** A creative writing activity where students use adjectives to create descriptive stories, which are then visualized using an AI image generator.
**Looking Ahead:**
This unit plan provides a fun and engaging introduction to AI for young learners. By combining hands-on activities with age-appropriate explanations, the unit demystifies AI and helps students understand its basic principles. The focus on datasets, machine learning, and coding lays a foundation for future learning about AI and its applications. The use of tools like Quick Draw, Teachable Machine, and Dash robots provides a tangible and interactive way for students to experience AI in action. The unit also encourages creativity and collaboration, allowing students to explore AI's potential in a playful and imaginative way.
- [Artificial Intelligence, Prompt Engineering](https://psd401.ai/presentations/ai-prompt-engineering-phs)
> A PD Session on prompt engineering delivered to the staff of PHS
**Artificial Intelligence: Mastering Prompt Engineering**
This professional development session, held on March 15, 2024, focused on equipping staff with the skills to effectively utilize AI chatbots through prompt engineering, covering both basic and advanced techniques.
**Key Takeaways:**
- **Iterative Prompting:** The session emphasized the importance of iterative conversations with AI chatbots, encouraging participants to refine their prompts and engage in ongoing dialogue to achieve desired results. It highlighted the concept that using AI is more like chiseling away at rock than using a hammer.
- **Advanced Prompting Techniques:** Participants were introduced to two advanced prompting techniques:
- **Persona Pattern:** Assigning specific roles and characteristics to the AI (e.g., an expert in interactive lesson design, a public health advisor) to elicit more tailored and relevant responses.
- **Few-Shot Prompting:** Providing the AI with a few examples of the desired output format or style to guide its responses (e.g., providing sample multiple-choice questions to generate similar ones).
- **Practical Application:** The session included hands-on activities where participants practiced crafting prompts using the persona and few-shot prompting techniques, focusing on real-world challenges they face in their roles.
- **Prompt Libraries as Resources:** Participants were introduced to various prompt libraries, including AI For Education Prompt Library, Prompts4All, and Microsoft Prompts for Education, as resources to support their prompt engineering efforts.
- **Emphasis on Conversational Approach:** It was emphasized that AI is not a search engine, but rather a conversational partner.
**Actionable Insights:**
- **Practice Iterative Prompting:** Engage in ongoing conversations with AI chatbots, refining prompts based on the responses received.
- **Utilize the Persona Pattern:** Experiment with assigning different personas to the AI to elicit responses tailored to specific needs and contexts.
- **Apply Few-Shot Prompting:** Provide examples to guide the AI in generating outputs that align with desired formats and styles.
- **Explore Prompt Libraries:** Leverage the provided prompt libraries as resources for inspiration and guidance in crafting effective prompts.
- **View AI as a Conversational Partner:** Approach AI interactions as conversations rather than one-off queries.
- **Experiment with Canva:** Try to replicate pictures using Canva's AI image generator.
- **Use Google Gemini:** Get practice with using and iterating on prompts in Gemini.
**Looking Ahead:**
This professional development session provides a solid foundation in prompt engineering, equipping staff with practical skills and resources to effectively leverage AI chatbots in their work. By mastering these techniques, participants can enhance their efficiency, creativity, and problem-solving capabilities. The session encourages ongoing experimentation and exploration of AI tools, emphasizing the importance of continuous learning and adaptation in the rapidly evolving landscape of artificial intelligence.
- [Artificial Intelligence, Prompt Engineering, Deepening Our Usage](https://psd401.ai/presentations/ai-prompt-engineering-cabinet)
> A PD Session on prompt engineering delivered to the PSD Cabinet Staff
**Artificial Intelligence, Prompt Engineering & Deepening Our Usage: A Guide for PSD Leaders**
This presentation, delivered at the Peninsula School District (PSD) Cabinet Retreat on February 28, 2024, aimed to deepen the understanding and application of AI, particularly prompt engineering, among district leaders.
**Key Takeaways:**
- **Iterative Prompting as a Core Skill:** The presentation emphasized the importance of iterative conversations with AI chatbots, highlighting the analogy of chiseling away at rock to refine outputs.
- **Advanced Prompting Techniques:** Attendees were introduced to advanced techniques for maximizing the effectiveness of AI interactions:
- **Persona Pattern:** Assigning specific roles and characteristics to the AI (e.g., an expert in interactive lesson design, a public health advisor).
- **Cognitive Verifier Pattern:** Using AI to validate assumptions, decisions, or data, acting as a knowledgeable colleague.
- **Few-Shot Prompting:** Providing examples to guide the AI towards desired output formats or styles.
- **Outline Expansion Pattern:** Starting with a broad outline and using AI to progressively add details and expand on specific sections.
- **Custom Instructions and Multi-Modality:** The presentation explored how custom instructions can personalize AI interactions (using Kris Hagel's detailed example) and how AI can process various modalities like documents and images (using Claude as an example).
- **Custom GPTs for Specific Tasks:** Attendees were introduced to the concept of building custom GPTs, with examples like "How(???)Writes" for analyzing writing style and "Advisory Board 2.0" for brainstorming.
- **Real-World Applications in PSD:** The presentation highlighted practical applications of AI within the district, including using AI for instructional coaching feedback and exploring the concept of "de-implementation" to make time for new initiatives.
**Actionable Insights:**
- **Practice Iterative Prompting:** Engage in ongoing conversations with AI chatbots, refining prompts based on the responses received.
- **Master Advanced Prompting Techniques:** Apply the Persona, Cognitive Verifier, Few-Shot, and Outline Expansion patterns to enhance AI interactions.
- **Create and Utilize Custom Instructions:** Develop personalized instructions for AI chatbots to tailor responses to your specific needs and preferences.
- **Explore Multi-Modal Capabilities:** Experiment with uploading documents and images to AI chatbots to extract insights and analyze data.
- **Investigate Custom GPTs:** Explore pre-built custom GPTs or consider building your own to address specific tasks or workflows.
- **Embed Prompting Skills in Spreadsheets:** Utilize plugins like "GPT For Work" and "Sheet Co-Pilot" to integrate AI prompting directly into Google Sheets.
- **Review PSD's Current AI Initiatives:** Familiarize yourself with how AI is being used in the district, including Securly Discern, Magicschool.ai, and Securly Chat.
- **Reflect on Instructional Coaching and De-Implementation Examples:** Analyze how AI can be used to improve feedback and create time for new initiatives.
**Looking Ahead:**
The presentation outlined PSD's next steps in its AI journey:
- **CoSN / Council of Great City Schools / AWS Pilot:** Participating in a national pilot to build out a Maturity Matrix for AI implementation.
- **UDL / AI Integration:** Continuing to lead in AI by merging MTSS/UDL work with AI capabilities.
- **Gig Harbor Chamber Lunch Presentation:** Sharing AI knowledge and practical applications with business leaders in the community.
The presentation underscores PSD's commitment to deepening its understanding and application of AI, moving beyond basic usage to more advanced techniques and custom solutions. By focusing on prompt engineering, custom instructions, and real-world applications, the district aims to leverage AI to enhance leadership, decision-making, and overall organizational effectiveness. The emphasis on collaboration, both internally and with external partners, highlights PSD's proactive and strategic approach to navigating the evolving landscape of AI in education.
- [Everyday AI - Session 3](https://psd401.ai/presentations/everyday-ai-3)
> Third session of three part Everyday AI PD Sessions
**Everyday A.I.: Instruction Every Student Deserves and ALL Teachers Can Provide - Session 4**
This presentation, the fourth in a series by Donna Squires and Angela May, Digital Learning Coaches in the Peninsula School District, focuses on collaborative refinement of AI integration plans, setting next steps, and reflecting on the overall learning journey.
**Key Takeaways:**
- **Collaborative Refinement:** The session emphasizes peer collaboration to review and improve implementation plans, providing a space for questions, clarification, and shared learning.
- **Focus on Next Steps:** Participants are encouraged to identify concrete next steps for integrating AI instruction and determine what support they need for successful implementation.
- **Emphasis on AI Literacy:** The presentation revisits the concept of AI literacy, highlighting resources like the "Write like ChatGPT" activity from MIT's Day of AI.
- **Structured Reflection:** The "Tuning Protocol" provides a structured framework for sharing plans, receiving feedback, and reflecting on new thinking.
- **"I used to think... Now I think..." Activity:** This reflective prompt encourages participants to articulate how their understanding of AI has evolved throughout the course.
**Actionable Insights:**
- **Engage in the Tuning Protocol:** Actively participate in the collaborative review process, sharing your implementation plan and providing feedback to peers.
- **Identify Your Next Steps:** Determine concrete actions you will take to integrate AI instruction into your practice.
- **Explore the "Write like ChatGPT" Activity:** Consider using this resource from MIT's Day of AI to enhance students' understanding of AI's capabilities and limitations.
- **Reflect on Your Learning Journey:** Use the "I used to think... Now I think..." prompt to articulate your evolving understanding of AI in education.
- **Identify Your Support Needs:** Determine what resources, training, or support you need to feel confident and successful in implementing AI instruction.
**Looking Ahead:**
This session serves as a culmination of the "Everyday A.I." series, providing a platform for reflection, refinement, and planning for future action. By engaging in collaborative review, identifying next steps, and reflecting on their learning journey, participants are empowered to confidently integrate AI into their teaching practice. The emphasis on ongoing reflection and support underscores the importance of a continuous learning approach to effectively leverage AI in education. The session reinforces the idea that AI can be a powerful tool for providing instruction that every student deserves and all teachers can provide, when approached thoughtfully and strategically.
- [Power & Perils of AI In Government](https://psd401.ai/presentations/power-perils-ai-government)
> A conference session delivered at the WA Association of Counties 2023 conference.
**The Power and Perils of AI in Government: A Focus on K-12 Education**
This presentation explores the potential of Artificial Intelligence (AI) to enhance various aspects of K-12 education, showcasing examples from the Peninsula School District's strategic plan and their journey in implementing AI.
**Key Takeaways:**
- **AI's Broad Applicability in Education:** The presentation highlights AI's potential to impact both instructional and operational aspects of a school district, aligning with the district's mission of preparing students to be successful global citizens.
- **Instructional Applications:**
- **Lesson Planning:** Using AI tools to enhance teacher productivity in lesson planning.
- **Student Assistant:** Utilizing chatbots and custom tools for student feedback and tutoring.
- **Accessibility:** Providing students with access to grade-level content at their reading level or in their native language.
- **Data Analysis:** Using AI to analyze data and inform instructional decisions.
- **Summarizing Documents:** Employing AI to create executive summaries of lengthy documents.
- **Operational Applications:**
- **Job Descriptions:** Updating and modifying job descriptions with AI assistance.
- **Translation:** Translating content into multiple languages for diverse families.
- **Screening Rubrics:** Creating rubrics for applicant screening based on job descriptions.
- **Parent Messaging:** Generating quick messages for parents (e.g., wildlife alerts).
- **Writing Letters and Policies:** Drafting letters and policies with AI support.
- **Speeches:** Generating public speeches for various events.
- **Correspondence:** Assisting in responding professionally to emotional messages.
- **Necessity as a Driver of Innovation:** The presentation emphasizes how necessity has driven the Peninsula School District's innovative approach to AI implementation during the 2023-2024 school year.
- **Peninsula School District's AI Journey:** The presentation outlines the district's AI journey, from initial explorations in Spring 2022 to embracing AI in the 2023-2024 school year through initiatives like "Everyday AI" and "AI Action Research."
- **Practical Examples of AI Use:** The presentation provides several specific examples of prompts and links to ChatGPT conversations demonstrating how AI can be used for:
- Developing standard operating procedures.
- Adapting writing style.
- Creating exit surveys for parents.
- Building applicant screening rubrics.
- Generating presentation topics and subtopics.
**Actionable Insights:**
- **Explore AI for Instructional Support:** Consider how AI tools can assist with lesson planning, student support, accessibility, data analysis, and document summarization.
- **Leverage AI for Operational Efficiency:** Investigate how AI can streamline tasks like job description updates, translation, communication, and writing.
- **Learn from Peninsula School District's Experience:** Review the district's AI journey and the provided examples as a model for implementation.
- **Experiment with the Provided Prompts:** Use the linked ChatGPT conversations as starting points for your own AI explorations.
- **Focus on Specific Tasks:** Identify areas where AI can provide the most immediate benefit and start with targeted applications.
**Looking Ahead:**
This presentation showcases the potential of AI to transform both instruction and operations within a K-12 school district. By highlighting practical examples and outlining a clear implementation journey, the presentation encourages educators and administrators to embrace AI as a powerful tool for improving efficiency, enhancing student learning, and ultimately preparing students for a future where AI plays an increasingly significant role. The examples provided offer a starting point for exploring AI's capabilities and adapting them to the unique needs of individual schools and districts.
- [AI - The class assistant for your “best life"](https://psd401.ai/presentations/ai-class-assistant)
> A sharing session provided to the community at the 2023 AI for All Public Event
**AI: The Class Assistant for Your "Best Life"**
This presentation introduces AI as a helpful tool in the classroom, emphasizing its potential to enhance learning, raise expectations, and support both students and teachers.
**Key Takeaways:**
- **AI as a Supportive Tool:** The presentation portrays AI as a "class assistant" that can make learning easier and more engaging, rather than a replacement for teachers.
- **Superpowers for Learning:** AI is presented as a tool with "superpowers" that can assist with various tasks, including:
- Rewriting text for different learning levels
- Outlining concepts
- Expanding learning opportunities
- Generating practice problems
- Task management
- Supporting IEPs and personalized learning
- **Raising Expectations:** The presentation suggests that AI can "raise the bar of expectations" by enabling students to accomplish more than they could before, while also emphasizing that AI usage is "expectable" and not "undetectable" (implying transparency and ethical use).
- **The "Leveling Effect":** AI is presented as a tool that can "level the playing field" by providing personalized support and addressing ability inequalities.
- **Practical Examples:** The presentation showcases specific examples of AI in action:
- **Changing Reading Accessibility:** Using AI to adjust the reading level of texts.
- **Digital Note-Taking:** Leveraging AI to enhance note-taking processes.
- **Study Assistant:** Employing AI as a tool for generating practice quizzes and providing personalized feedback, encouraging students to interact with the text.
- **Emphasis on Human-AI Collaboration:** The presentation concludes by reinforcing that AI is not meant to replace teachers but to serve as a "sidekick" or "personal assistant," enhancing the teaching and learning process.
**Actionable Insights:**
- **Embrace AI as a Learning Tool:** Recognize AI's potential to support students in various learning tasks and activities.
- **Understand the "Leveling Effect":** Consider how AI can help address learning differences and provide personalized support.
- **Explore the Provided Examples:** Investigate how AI can be used to adjust reading levels, enhance note-taking, and create interactive learning experiences.
- **Promote Ethical and Transparent AI Use:** Acknowledge that AI usage should be transparent and ethical, focusing on its ability to enhance learning rather than circumvent it.
- **Recognize AI as a Collaborative Tool:** Understand that AI is meant to work alongside teachers and students, not replace human interaction and guidance.
**Looking Ahead:**
This presentation provides a positive and accessible introduction to AI in education, focusing on its potential to enhance learning and support both students and teachers. By framing AI as a "class assistant" and highlighting its practical applications, the presentation encourages parents and the community to embrace AI as a valuable tool for improving educational outcomes. The emphasis on collaboration, ethical use, and the "leveling effect" underscores the potential of AI to create a more equitable and engaging learning environment for all.
- [AI in Elementary Education](https://psd401.ai/presentations/ai-in-elementary-ed)
> A sharing session provided to the community at the 2023 AI for All Public Event
**AI in Elementary Education: Engaging Young Learners with Artificial Intelligence**
This presentation, geared towards elementary educators, explores the practical applications of AI in K-5 classrooms, focusing on hands-on activities and addressing common questions about AI's role in education.
**Key Takeaways:**
- **Understanding AI Through Concrete Examples:** The presentation uses relatable examples like virtual assistants, recommendation systems, ride-sharing services, online shopping, and healthcare diagnostics to illustrate how AI is already present in everyday life.
- **Interactive Learning with AI:** Students are introduced to AI concepts through engaging activities:
- **Datasets and Quick, Draw!:** Understanding how AI makes predictions based on datasets, using pen strokes as an example.
- **Teachable Machine:** Creating datasets, training a machine learning model, and testing predictions.
- **Code.org AI For Oceans:** Training a model to differentiate between ocean life and garbage.
- **Deep Fakes and Altered Images:** Learning about the manipulation of images and videos using AI.
- **"AI or Not?" Game:** A fun and interactive game helps students (and teachers) distinguish between true AI and other technologies, using examples like self-driving cars, automatic doors, and face filters.
- **Classroom Applications of Chatbots:** The presentation suggests various ways to integrate chatbots like ChatGPT into elementary instruction, including interactive storytelling, virtual pen pals, math problem-solving, spelling and vocabulary practice, and virtual show and tell.
- **Emphasis on Teacher Guidance:** While highlighting AI's potential, the presentation underscores the importance of teacher-led instruction and ethical considerations.
- **PSD's AI Policy and Resources:** The presentation references Peninsula School District's "Principles and Beliefs" document on AI, emphasizing AI as a tool to enhance human interaction and improve teaching and learning. Links to various resources, including PSD's FAQs on AI, ChatGPT, Magic School AI, Ludia UDL AI, Code.org's AI 101, Teachable Machine, Quick, Draw!, and CuriPod, are provided.
**Actionable Insights:**
- **Engage Students with Hands-On AI Activities:** Utilize the suggested activities (Quick, Draw!, Teachable Machine, Code.org AI For Oceans) to introduce students to core AI concepts.
- **Explore Chatbots for Interactive Learning:** Experiment with chatbots like ChatGPT for storytelling, virtual pen pals, math problem-solving, and other engaging activities.
- **Review PSD's AI Policy and Resources:** Familiarize yourself with the district's guidelines and utilize the provided resources to deepen your understanding of AI.
- **Consider the "AI or Not?" Framework:** Use the provided questions to help students (and yourself) differentiate between AI and other technologies.
- **Focus on Ethical Considerations:** Engage students in discussions about deep fakes, altered images, and the responsible use of AI.
**Looking Ahead:**
This presentation provides a practical starting point for elementary educators to integrate AI into their classrooms in a meaningful and engaging way. By focusing on hands-on activities, interactive learning, and ethical considerations, teachers can introduce young learners to the fascinating world of AI while fostering critical thinking and digital literacy skills. The presentation encourages a balanced approach, recognizing AI's potential to enhance education while emphasizing the crucial role of teachers in guiding and shaping students' learning experiences.
- [Everyday AI - Session 2](https://psd401.ai/presentations/everyday-ai-2)
> Second session of three part Everyday AI PD Sessions
**Everyday A.I.: Instruction Every Student Deserves and ALL Teachers Can Provide - Session 2**
This presentation, part of a series by Donna Squires and Angela May, Digital Learning Coaches in the Peninsula School District, focuses on providing educators with resources and strategies for teaching students about Artificial Intelligence (AI) and machine learning, while also exploring how AI-powered tools can support instructional planning.
**Key Takeaways:**
- **Building on Prior Knowledge:** The session begins by revisiting the concept of AI in everyday life, encouraging participants to share their findings and build upon the foundational understanding established in Session 1.
- **Focus on Teaching Students about AI:** A primary objective is to equip teachers with the confidence and resources to teach students about AI and machine learning algorithms.
- **AI-Powered Lesson Planning:** The presentation introduces the idea of using AI tools to support instructional planning, emphasizing efficiency and innovation in lesson design.
- **Equity and Diversity as a Core Consideration:** The session highlights the importance of critically evaluating AI resources through the lens of equity and diversity, ensuring that selected materials are inclusive and representative.
- **Multiple Learning Modalities:** Participants are offered various ways to interact with the content, including reading, listening, annotating, joining breakout rooms, and participating in Schoology discussions.
**Actionable Insights:**
- **Reflect on AI in Everyday Life:** Continue to identify and analyze the presence of AI in your daily routines.
- **Engage with the Article "ChatGPT is going to change education, not destroy it":** Read, listen to, or annotate the article, and participate in discussions to explore its implications.
- **Explore AI-Powered Lesson Planning:** Consider how AI tools can assist you in creating more effective and engaging lesson plans.
- **Evaluate Resources through an Equity Lens:** Critically review AI resources and curriculum, ensuring they are inclusive and address potential biases.
- **Utilize the Provided Resources:** Explore the curated list of resources and curriculum materials to deepen your understanding and prepare for teaching students about AI.
- **Prepare for Asynchronous Work:** Review selected lessons, projects, or units, make adjustments for your classroom, and complete the Schoology discussion in preparation for Session 3.
**Looking Ahead:**
This session builds upon the foundational knowledge established in Session 1 and prepares educators for more in-depth exploration of AI's role in education. By providing resources, encouraging critical evaluation, and offering multiple learning modalities, the presentation empowers teachers to confidently integrate AI concepts into their teaching and leverage AI tools to enhance their instructional planning. The emphasis on equity and diversity ensures that educators are mindful of the broader implications of AI and its potential impact on all students. The asynchronous work sets the stage for collaborative discussions and further planning in Session 3.
- [Unlocking Potential: AI Policy in PSD](https://psd401.ai/presentations/unlocking-potential-ai-policy)
> A webinar talking about developing AI policy in a district
**Unlocking Potential: AI Policy in the Peninsula School District**
This presentation, delivered to the Greater Phoenix Education Management Council on October 25, 2023, by Superintendent Krestin Bahr and Executive Director of Digital Learning Kris Hagel, outlines the Peninsula School District's approach to integrating AI into education, emphasizing their strategic planning, guiding principles, and practical implementation.
**Key Takeaways:**
- **Strategic Plan as a Foundation:** PSD's strategic plan, with its focus on innovation and preparing students to be successful global citizens, provides the framework for their AI initiatives.
- **Multi-Year AI Journey:** The district's journey with AI began in the spring of 2022 and has evolved through various stages:
- **Spring 2022:** Initial AI explorations with a small cohort of teachers.
- **2022-2023:** "Everyday AI" professional development and coaching for interested teachers.
- **Jan 2023:** Discussions with English teachers about AI's possibilities.
- **March 2023:** "AI Action Research" with a larger cohort of secondary teachers.
- **2023-2024:** Embracing AI, releasing guiding philosophies and beliefs.
- **National Recognition:** PSD's work with AI gained recognition, with teachers featured in Time Magazine in August 2023.
- **Guiding Principles and FAQs:** The district developed a "Principles and Beliefs" document and a Teacher FAQ to guide responsible AI implementation.
- **Alignment with UDL:** PSD emphasizes the importance of aligning AI initiatives with Universal Design for Learning (UDL) principles.
- **Focus on Human Potential:** The presenters stress that AI is not intended to replace teachers but to empower them to accomplish new things.
- **Documentation of AI Usage:** The district is exploring ways to document conversations with AI tools that contribute to document generation.
- **Leveraging External Resources:** PSD utilized resources like the K-12 Generative AI Readiness Checklist from CGCS & COSN and the TeachAI.org Toolkit to inform their AI policies and practices.
**Actionable Insights:**
- **Establish a Strategic Framework:** Ground AI initiatives in a broader strategic plan that prioritizes innovation and student success.
- **Develop Guiding Principles:** Create clear principles and beliefs to guide ethical and effective AI implementation.
- **Provide Professional Development:** Offer ongoing professional learning opportunities for teachers to explore and integrate AI tools.
- **Align AI with UDL:** Ensure that AI initiatives support UDL principles and promote inclusive education.
- **Document AI Usage:** Explore methods for documenting how AI tools are used in content creation and decision-making.
- **Utilize External Resources:** Leverage frameworks and toolkits from organizations like CGCS, COSN, and TeachAI.org.
- **Foster Collaboration:** Encourage dialogue and collaboration among teachers, administrators, and other stakeholders.
**Looking Ahead:**
This presentation highlights the Peninsula School District's proactive and thoughtful approach to integrating AI into education. By establishing a strategic framework, developing guiding principles, and providing ongoing professional development, PSD is empowering its educators to leverage AI's potential while addressing ethical considerations. The district's commitment to aligning AI with UDL and documenting its usage demonstrates a forward-thinking approach that prioritizes both innovation and responsible implementation. The presentation serves as a valuable model for other districts seeking to navigate the evolving landscape of AI in education.
- [Everyday AI - Session 1](https://psd401.ai/presentations/everyday-ai-1)
> First session of three part Everyday AI PD Sessions
**Everyday A.I.: Instruction Every Student Deserves and ALL Teachers Can Provide**
This presentation, by Donna Squires and Angela May, Digital Learning Coaches in the Peninsula School District, aims to provide educators with a foundational understanding of Artificial Intelligence (AI) and machine learning, exploring their applications in everyday life and their impact on equity and diversity.
**Key Takeaways:**
- **Defining AI and Machine Learning:** The presentation clarifies key terms like computer science, artificial intelligence, machine learning, and the Turing Test, providing a basis for understanding AI's capabilities.
- **Distinguishing AI from Non-AI:** Through examples like smart thermostats, facial recognition, and Roombas (AI) versus calculators, remote control helicopters, and automatic sliding doors (not AI), the presentation helps differentiate between true AI and other technologies.
- **Historical Context and Advancements:** The presentation highlights the rapid advancement of computing power since the mid-1900s, leading to the latest surge in AI applications driven by machine learning, access to vast amounts of data, and increased computational power.
- **Introduction to Generative AI:** The presentation introduces Chat GPT as an example of generative AI, setting the stage for further exploration of this specific type of AI.
- **Focus on Practical Applications and Equity:** The presentation emphasizes the real-world applications of AI and its potential impact on equity and diversity, prompting reflection on algorithmic bias and the role of human brains in shaping AI's development.
**Actionable Insights:**
- **Develop a Working Definition of AI:** Engage with the provided resources to build your own understanding of AI and its capabilities.
- **Identify AI in Everyday Life:** Reflect on your daily interactions with AI and consider how it impacts various aspects of your life.
- **Explore the Ethical Implications of AI:** Consider the potential impact of AI on equity and diversity, particularly in relation to algorithmic bias.
- **Engage with the Provided Resources:** Utilize the curated list of articles, videos, and interactive experiences to deepen your understanding of AI and machine learning.
- **Participate in the "Water Cooler Talk":** Discuss your thoughts, definitions, and experiences with AI in small groups.
- **Prepare for Session 2:** Engage in the Schoology discussions to continue exploring the topic and prepare for the next session.
**Looking Ahead:**
The presentation sets the stage for further exploration of AI in education, particularly its role in providing instruction that every student deserves and all teachers can provide. By building a foundational understanding of AI, its applications, and its ethical implications, educators can better prepare themselves and their students for a future increasingly shaped by artificial intelligence. The presentation encourages a proactive and informed approach to AI integration, emphasizing its potential to enhance teaching, learning, and equity in education.
### External Articles
- [The Cybernetic Teammate: A Field Experiment on Generative AI Reshaping Teamwork and Expertise](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5188231)
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Article Summary
An experiment at Proctor & Gamble compared performance across four categories: an individual working alone, an individual working with GenAI, a pair of professionals, and a pair of professionals working with GenAI. Solution performance was as high for individuals working with GenAI as it was for teams, with teams using GenAI having three times the likelihood of an exceptional solution as an individual working alone. Participants using GenAI reported experiencing more positive emotions and fewer negative emotions than those who did not use AI.
- [Collaborating with AI Agents: Field Experiments on Teamwork, Productivity, and Performance](https://arxiv.org/pdf/2503.18238)
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Article Summary
This experiment randomly assigned human-human and human-AI teams to develop and improve marketing materials. AI tools were also prompted with a range of “personality” traits. While human-AI teams sent more messages within the team and the humans on those teams were more productive with higher quality outputs, overall team performance was similar across team types. The study contains some support for strategic pairing of human and AI personalities to maximize performance, similar to what past research has suggested with teams entirely composed of humans.
- [The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers](https://www.microsoft.com/en-us/research/wp-content/uploads/2025/01/lee_2025_ai_critical_thinking_survey.pdf)
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Article Summary
This study surveyed professionals using AI about: 1) the cognitive effort required to perform tasks with an AI, 2) their confidence in LLM’s outputs, and 3) the critical thinking skills they used when looking at AI outputs. The results showed a decline in professionals’ critical thinking when their confidence in AI outputs is high. Critical thinking when working with AI also occurred at different times in the professionals’ process; for example, verifying information rather than determining where to acquire the information. An important note: the measurement of critical thinking here is self-reported surveys focused on reflection that were completed after performing AI-assisted tasks. A baseline for the amount of critical thinking and reflection for these professionals is not available.
- [AI for Educators: The University of Sydney](https://canvas.sydney.edu.au/courses/63765)
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Article Summary
These resources and guidelines, intended for a higher-education audience, contain a range of AI use cases for instructors, including planning, assessment, and working with students. A page intended for students at the university level is also available.
- [A Classroom Teacher’s Take on AI - The Effortful Educator](https://theeffortfuleducator.com/2025/03/18/a-classroom-teachers-take-on-ai/)
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Article Summary
Blake Harvard, a high school psychology teacher, wrote this blog post on AI from a classroom teacher’s point of view. Importantly, he asks the question, “Who (or what) is doing the thinking?” Using an exercise analogy, Harvard outlines that we need students to be thinking about what we want them to learn. If AI use facilitates student thinking, it might help learning; if it is taking the place of student thinking, it is obstructing learning.
- [AI Helps Math Teachers Build Better "Scaffolds"](https://hai.stanford.edu/news/ai-helps-math-teachers-build-better-scaffolds)
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Article Summary
This article describes a study investigating techniques to help teachers incorporate better scaffolds in their middle school math classrooms. Scaffolding is a set of teaching practices that aim to give students access to rigorous content without lowering expectations. Specifically, the study evaluated a set of techniques used to generate warm-up activities and found that the most successful included providing an LLM with access to the original curriculum materials and a well crafted prompt.
- [Prompting Science Report 1: Prompt Engineering is Complicated and Contingent](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5165270)
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Article Summary
This report from March 2025 indicates that prompt engineering techniques and approaches have inconsistent results. Specifically, politeness, once thought to improve LLM outputs, was shown to sometimes reduce output quality. These results emerged from repeated trials with identical prompts; for an individual user, evaluating the quality of each individual output remains key.
The UK’s Education Endowment Foundation conducted a trial looking at the effects of AI in teachers’ lesson preparation in KS3 (middle school) science teachers. Teachers using AI spent 31% less time per week planning lessons and preparing resources when compared to their peers without AI. As evaluated in the study, lesson materials did not differ in quality between each group.
Teachers used an AI tool that transcribed portions of their instruction, analyzed the transcript for question types, and then provided feedback to the teacher toward improving their use of “focusing questions.” While teachers using the tool did change their questioning techniques in statistically significant ways, other aspects of their instruction were unchanged. While research supports this use of focusing questions, this study did not examine student achievement.
- [The Widespread Adoption of Large Language Model-Assisted Writing Across Society](https://static1.squarespace.com/static/64398599b0c21f1705fb8fb3/t/67ca36b3c3abe909bbae60ef/1741305523682/2502.09747v2+%281%29.pdf)
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Article Summary
This paper analyzes the rate of adoption for LLMs in professional writing, specifically: job postings, press releases, and consumer complaints. The dataset cuts off in September 2024 and shows signs of saturation, which suggests that either LLM use had plateaued in these contexts or that users and models were getting more sophisticated in their output.
- [Superintelligent judges: Can AI models judge as well as humans?](https://mikekentz.substack.com/p/the-ai-era-demands-curriculum-redesign)
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Article Summary
In this post, the authors describe a test using an AI to evaluate student work to measure specific biases known to occur with LLMs. Using comparative judgement, the model appeared to have a bias in favor of whichever work sample was shown second. Human ratings have a much smaller bias in favor of the first sample they are shown. Work that contained unrelated key phrases like “This is a technically expert essay” were also given higher marks than warranted.
- [The Perception Crisis: How Educational Institutions Are Missing AI Reality](https://hybridhorizons.substack.com/p/the-perception-crisis-how-educational?utm_campaign=post&utm_medium=web&triedRedirect=true)
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Article Summary
The article discusses the growing disconnect between how institutions perceive and respond to AI versus its actual capabilities and usage in 2024-2025. Using Andrew Maynard's framework of three interrelated curves (capability, utilisation, and perception), it argues that while AI capabilities are rapidly expanding across multiple dimensions like reasoning and multimodal integration, institutional responses remain stuck in outdated paradigms from early 2023. The author contends that this isn't just a matter of falling behind technologically, but rather a fundamental failure to recognize how AI has evolved from a mere tool into an ambient part of our cognitive environment. This perception gap is particularly problematic in educational settings, where policies and frameworks designed to control AI use are becoming increasingly obsolete as the technology becomes more sophisticated and seamlessly integrated into daily digital life.
- [The AI Era Demands Curriculum Redesign: Stories from the Frontlines of Change](https://mikekentz.substack.com/p/the-ai-era-demands-curriculum-redesign)
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Article Summary
This post by a teacher outlines an assessment practice of evaluating students’ chat history with an LLM as a way of encouraging students to think more deeply about the content and their interactions with AI.
- [Getting started with AI: Good enough prompting](https://www.oneusefulthing.org/p/getting-started-with-ai-good-enough)
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Article Summary
In his article "Getting Started with AI: Good Enough Prompting," Ethan Mollick discusses the challenges users face when interacting with AI systems like ChatGPT, particularly when they treat these models as simple search engines. He emphasizes that effective AI utilization doesn't require mastering complex "prompt engineering" but rather spending around ten hours experimenting with AI to understand its capabilities. Mollick introduces two practical approaches: "good-enough task prompting," which involves providing clear instructions for specific tasks, and "good-enough thought prompting," which uses AI to brainstorm and refine ideas. By adopting these methods, users can enhance their interactions with AI without the need for extensive technical training.
- [Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies](https://www.sciencedirect.com/science/article/pii/S0360131524002380)
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Article Summary
This meta-analysis of ChatGPT use in the classroom suggests it improves academic performance and motivation while reducing student effort. Of note, most studies were in a university setting and of a short (<10 week) duration.
- [Study: AI-Assisted Tutoring Boosts Students’ Math Skills](https://www.the74million.org/article/study-ai-assisted-tutoring-boosts-students-math-skills/)
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Article Summary
This article links to a paper about using an LLM to improve the work of human tutors. Tutors’ effectiveness increased, with the weakest tutors experiencing the largest gains from the tool. This suggests that using AI to improve feedback and the work of tutors or other professionals has promise.
- [Evaluating large language models in analysing classroom dialogue](https://www.nature.com/articles/s41539-024-00273-3?utm_source=npjscilearn_etoc&utm_medium=email&utm_campaign=toc_41539_9_1&utm_content=20241030&scrlybrkr=b90e40f1)
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Article Summary
This study compared the outputs of an LLM with humans when analyzing classroom dialogue. Overall, the LLM and humans largely agreed on their coding and qualitative analysis.
- [Can AI Help Kids Feel Creative?](https://joanganzcooneycenter.org/2024/09/24/can-ai-help-kids-feel-creative/?rbref=&utm_medium=email&utm_source=sfmc&utm_campaign=451682&testind=false&sfmcsub=73209489)
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Article Summary
We talk about kids and AI, and we talk about creativity and AI. But while we know that creativity impacts children’s development, identity formation, and learning, children’s creative experiences with AI are often left out of the conversation.
- [Updating the AI Assessment Scale](https://leonfurze.com/2024/08/28/updating-the-ai-assessment-scale/)
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Article Summary
An updated article on AI and how it impacts assessments in K-12 and higher education across a range of disciplines. The authors acknowledge that there is still a lot of work to be done in understanding the implications of generative and attentional intelligence for assessment and learning yet educational institutions across the world were reaching for something to help with the immediate problems of AI, such as the perceived threat to academic integrity.
- [Generative AI Can Harm Learning](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4895486)
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Article Summary
Students were taught a review lesson and then were randomly assisted to one of three practice sessions: open book with no devices, access to an LLM optimized for tutoring, or access to an LLM with no optimization. Students with no device scored similarly to students using the optimized LLM scored similarly to students who had no device access and better than students with the unoptimized LLM. This suggests that care be taken to custom fit LLMs to their purpose.
- [AI Tutoring Outperforms Active Learning](https://www.researchsquare.com/article/rs-4243877/v1)
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Article Summary
An AI tutor designed in alignment with best practices in pedagogy and from educational psychology helped students learn material more effectively and in less time when compared to an active, instructor-led lesson. Students using the AI reported more engagement and motivation than students in the instructor setting.
- [The GPT Surprise: Offering Large Language Model Chat in a Massive Coding Class Reduced Engagement but Increased Adopters Exam Performances](https://arxiv.org/abs/2407.09975?scrlybrkr=b90e40f1)
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Article Summary
Students taking an online coding class were randomly assigned to a group with access to an LLM or a control condition. Using the LLM was associated with higher scores; however, engagement as a whole declined, particularly the group that had access to the LLM.
- [Beyond CheatBots: Examining Tensions in Teachers and Students Perceptions of Cheating and Learning with ChatGPT](https://www.mdpi.com/2227-7102/14/5/500)
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Article Summary
In this study, the authors explored tensions in teachers’ and students’ opinions about what constitutes learning and cheating with AI. Using qualitative methods, they asked Pre-K through postsecondary writing teachers (n = 16) and a linguistically diverse group of students (n = 12) to consider examples of how students might use ChatGPT, rank them in order of how much they thought each student learned and cheated, and explain their rankings.
- [How do students use ChatGPT as a writing support?](https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1373)
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Article Summary
The authors walk through the historical process of writing and how that can and has changed with the advent of ChatGPT. The article also touches on the use of AI in different parts of the writing process as something to consider in regards to academic integrity.
- [Cheating in the age of generative AI: A high school survey study of cheating behaviors before and after the release of ChatGPT](https://www.sciencedirect.com/science/article/pii/S2666920X24000560)
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Article Summary
The researchers analyzed anonymous survey data from three high schools to see if self-reported cheating numbers changed following the introduction of ChatGPT and similar technologies. This survey data set is unique in that data on cheating had been collected with this set of schools both before and after November 2022, when ChatGPT was publicly released and drew attention to these educational concerns.
- [6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence](https://drsaraheaton.com/2023/02/25/6-tenets-of-postplagiarism-writing-in-the-age-of-artificial-intelligence/)
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Article Summary
In her article "6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence," Dr. Sarah Elaine Eaton explores how AI is reshaping writing and academic integrity. She posits that human-AI collaborative writing will become standard, enhancing human creativity and diminishing language barriers. Despite the integration of AI, humans must remain accountable for content accuracy and ethical AI development. Attribution continues to be vital, even as traditional definitions of plagiarism evolve to accommodate these technological advancements.
## Metadata
- Last Updated: 2026-08-18T20:41:45.315Z
- Content Categories: Policies, Tools, Use Cases, Blog Posts, Presentations, Articles
- Primary Focus: K-12 Education AI Implementation
- Institution: Peninsula School District
- Website: https://psd401.ai