Quarterly AI Meetup

On this wonderful fall day, we are so thankful to have you all here.

And joining us today, we have a special guest facilitator, and today's session is very interactive.

So if you are in a place where you can turn on your camera and join in, we'd love that.

If you can't, we encourage you to engage with the chat.

But today, there is no session presentation, there are no formal slides.

Again, this is a discussion.

And so again, we're glad to have you with us here.

We have a wonderful guest facilitator.

So y'all, we've got Kelly Enright.

Kelly has been a fabulous thought leader in this space for a while.

She's doing some really cool stuff with AI at Vail Mountain School.

We've had a feature on Kelly in one of the access points articles where we talked about how they were doing amazing things with student committees and ai, and she has helped with some of our summer workshops, and she's joining us again today to help lead this discussion.

So, Kelly, take it away.

Welcome, and thanks so much for being here with us.

Thanks, Ashley.

Um, all right.

So as we kind of get started, get warmed up, um, in the chat, I would love you to respond to the question, what is your most surprising or memorable conversation about AI or even with AI this year? Um, so go ahead and put that into the chat, and I will actually add that question.

So looking forward to hearing from all of you.

Um, one of my favorite reasons to do this is collaborating with other schools and hearing what's going on, um, with other schools, because we're all in this together and it's, it's uncharted territory.

Um, yeah, so Aubrey, a little bit of resistance by teachers.

Um, I feel like we're, we're definitely, you know, seeing, seeing a little bit of that here at Field Mountain School, and we've got the, the spectrum for sure.

Um, Kelly, as you're reading those responses, we've had a couple of new people join us.

And so welcome to those of you that just hopped on.

Just a quick housekeeping reminder, today's session is an interactive discussion.

If you are where you can turn on your camera, we do encourage you to do that.

We're doing a quick intro right here, and also I want to, um, take a small moment to thank the sponsor of this entire series.

So Tattle has been an amazing partner and they are sponsoring our quarterly meetups.

So we thank, thank tattle for their support.

Alright, so Kelly, back to you and, uh, y'all in the chat.

She's got there.

What was your most surprising or memorable conversation about AI this year? Oh yeah.

So Karen, if we don't want our students to use AI to create their work, we should not use AI to grade their work.

Very interesting.

Um, I was talking with another school in Colorado and, um, just talking about what are the expectations for adults and using versus kids for using, you know, we've obviously, um, gone through school, learned how to write, learned how to think critically, how do we, um, create guidelines for ourselves and then also create guidelines, um, for our students that match that.

So, um, thank you so much for throwing those things into the chat.

Um, now we're gonna just open it up to some questions here, um, that I'd love to get your thoughts on.

Um, as leadership sets broad AI goals, how do you check those against classroom needs? Uh, before rolling out these initiatives, what are some things you've done? I have a really quiet group today, So you'll feel free to come off, off of mute.

Um, that way we can have a discussion.

And Kelly, do you mind repeating it? And we'll drop that in the chat as well, so everybody can visualize it too.

No, not at all.

All right.

When leadership sets broad AI goals, how do you check those against classroom needs before rolling out some initiatives at your school? I'll jump in.

I'll just jump in.

Like, I feel like at our school, the broad, the broad goals are like very intermittent.

Like there's a burst of enthusiasm and, um, a few ideas thrown out.

And then radio silence and no time really, I'm the technology leader at my school, so I might be the person who would be at least making space for a training.

And, um, and then there's, I was interested in the topic of this.

'cause I think that's what we're struggling with also is like where the students are and how to get them in an appropriate place.

And, you know, everyone has their own individual struggling about where they are on ai.

So I don't, I don't, um, I don't think we're on any path right now.

Not necessarily in a bad way, but that's, that's who we are.

Mm-hmm.

And so how do you find yourself, um, trying to bridge that gap between your administration and your teachers so that your teachers and your students can get a little bit more of what they need? Or do you find yourself just a little bit stuck? I am not sure I've moved forward enough to be stuck.

I think I'm at, I'm at the point of your question, right? Mm-hmm.

Like, what is the appropriate next step? Like I'm about to, for example, write some kind of an email or news item and send out the stuff that Ashley sent from the summer to, we're a K eight school also.

So, um, you know, a little slower on the path of AI is probably appropriate for us anyway.

Yeah.

But yeah, I, I think I'm at that question, so I'll just be quiet and hear what else are people have said.

Gerald, go ahead.

Hi.

Uh, yeah, so this year actually, um, one of our goals at the school as a, as a school broadly, was to incorporate more AI into our classrooms.

And so what the leadership team actually did was have, um, facilitators come in at the beginning of the school year to, uh, to do prod, um, for, uh, for the senior school and the junior school as well.

And so that made it a bit more, uh, that made it a bit easier for teachers to understand how it can apply to, um, to their classroom in the appropriate grade levels as well.

So I think that there was a very, um, there was a very, uh, intentional approach to implementing AI this year.

So it wasn't just something that was very broad, it was some something in the past and kind of up to me or the ed tech directors to kind of decide how, which direction to go with it.

But this year we are trying to, um, uh, have, uh, appropriate topics for each grade level or more appropriate uses at each grade level for so that it's a little bit easier to implement for the teachers.

And Gerald, who are those facilitators? Uh, do you use other classroom teachers? Do you bring in people from other schools? Yeah, this year it was, uh, um, from outside school, from someone outside.

It was, uh, an organization called, uh, future Design School that we contacted to do that.

So they were very helpful with, um, just, uh, working with us to, uh, in terms of the platform we wanted to everyone to use as well.

And so designing the pro D around that, but also making it, um, a bit more, um, uh, designing the pro d where it would be appropriate for the different, uh, grade levels as well.

Awesome.

Yeah, I think that's the hardest part, especially if you are, you know, at a K 12 school, thinking about all the different grade levels you have.

Um, you know, and if you don't have the resources, uh, to bring somebody in, really trying to find your champions of who's using AI and who's using it well, and at those, those particular grade levels so that other teachers can see.

We had an awesome PD at our school, um, where we just kind of played and teachers were able to say, Hey, this is what I'm doing in my, um, middle school class and this is what I'm doing in my upper school class.

And so trying to get those, those voices.

Um, what other, um, strategies do you all have for bringing authentic teacher voice into AI planning? Um, you know, maybe planning some guidelines for use.

Um, you know, we talked a lot about policy procedure, uh, in the very beginning.

So where do you create that space, uh, to bring that authentic teacher voice into AI planning? Feel free to jump in.

So we have a, uh, we've created a technology committee, and so that is compromised of teachers, uh, with the tech team.

Uh, those teachers are, some of those teachers are also department chairs.

Uh, so they can take that conversation back to their con to their departments and get, whether it's a survey, um, that needs to be done or just get more feedback, uh, and they bring it back to that, to the bigger group.

Uh, we made a point to bring in those that are technology savvy to those that are, struggle with it to get those voices, uh, as well.

Um, and that's been helpful for us as we've worked to implement different or pieces of what ai, what we've done so far.

Um, and then, and some other tech things that come up.

Nice.

Anyone else? All right.

Let's talk about bringing leadership and classroom needs.

How do you position yourself when you're asked to make AI happen at the strategic level, but also while responding to faculty concerns? I know especially in our upper school, we have a lot of faculty concerns.

So how do you position yourself when you're being directed to make this AI happen, but you also wanna address these teacher concerns? Nice.

We're getting a lot of stuff in the chat.

If you are, um, reading through the chat, you'll see, uh, Mariana's created an AI task force.

If you wanna jump in and talk about that, or NEF you wanna talk about, you know, that human in the loop that we've all kind of read about, um, in that concept, I'll jump in and say, um, similar to how any teacher complaint would go, I would try to have that person help solve the concern or the problem, be the one to try it out, see if they can find a solution that could make other people happy, because we don't encourage just walking in complaining and walking out here.

And I know no one really does, but, um, that we are a small school, so that was fairly successful.

And, um, kind of flipping that to offer that teacher to be the one to pilot something that could solve that problem has worked well for us.

Mm-hmm.

Other thoughts on that? Hearing that teacher voice, we had an upper school faculty meeting a couple weeks ago to address this.

Um, and we actually used our, uh, student exit surveys.

Um, we have our seniors fill out surveys at the end of every year and talk about, um, all different kinds of things from the college admissions process to just life at school in general.

And we had three questions around AI and about how they felt they were educated and about what they thought they needed.

Um, and then we also interviewed two students, um, who had just graduated college and they shared their experiences and it really spread the gamut of one student was encouraged to use AI at her college, and the other student was told no AI at all.

Um, and so in having teachers look at this, um, it really showed them that we need to prepare them not only for how to use ai, but also how to know which scenarios and which settings it is accepted and appropriate.

And so when we presented the student data of them, pretty much begging to be taught more about how to use this and where to use it, when do you use it, why do you use it? Then we asked them, okay, now what are your concerns? Let's open it all up and talk about everything here, because we have our why, our why, we need to teach this.

Let's address all the concerns and move, move forward with that.

And that was, was really powerful to kind of let them express everything and also see, um, the student voice.

Um, and I found that that's really how we've been driving a lot of things at our school.

As Ashley mentioned, our student AI committee came before our teacher AI committee.

And our students are really just saying, we don't wanna learn about this from YouTube.

We don't wanna learn, learn about this from our peers.

We wanna learn this about from this, about you.

And so kind of really, um, letting them take the lead there.

What other thoughts do you all have, Kelly? I think that that can be a nice jumping off point for this group to kind of talk about what have, what's been successful this year, what's gone really well.

So maybe we could kind of go around the horn.

I feel like that's a, a very, uh, easy low hanging fruit question that everybody could participate in.

Like either in the chat or, um, just a around, and then maybe after that we could follow up with some, some challenges.

What are you struggling with? And maybe we can kind of work through those with the group and see if we can have some actionable takeaways.

But let's start with the positive.

What's gone well with AI this year? Again, it could be at the student level, it could be with your faculty, it could just be one person that you had a really great small win, but, um, you guys, what's gone? I'll go.

Um, had a great time with one faculty member last week as we were playing and exploring with Notebook lm.

And this teacher teaches fourth, fifth, and sixth grade social studies with some pretty high level and obscure kind of information and content.

And it's always a challenge to bring that down to that grade level.

And so we like popped in all of his crazy resources and made, and we had it make the podcast and we had it make the video and we were almost on the ground dying, laughing with how good he's like, I, that's exactly what I say.

How does it know what I would say? That's how I would present it.

Look at this.

I mean, it was amazing.

Um, so hopefully, uh, he'll work on it some more and be able to show that off to our remaining faculty.

Great.

Yeah, getting that momentum going, that enthusiasm, just playing around.

Those are the fun pieces.

Who else has had success? I had a fun win this week.

Um, I had students in a class create, uh, using, um, play lab ai, um, and had them create a fun chat bot, but then I made 'em go and create, um, a more instructional one and then take that to their teachers to get feedback on the, um, on like how well it did, like what needed to change.

And then after that I had a several of the teachers reach out, um, to say like, Hey, you know, the kids showed me this, how do we do it? Awesome.

That was fun.

Yeah, those are the great parts.

Just making it fun.

Who else? I'm gonna, I'm gonna jump in here real quick and I apologize for all the background noise.

Um, for us, the big win has been our first parent seminar, uh, which we held a week ago last Tuesday.

Um, even though it was on a busy time of the year and on a Tuesday night, we had a hundred parents who attended.

Um, this was focused primarily for our middle and upper school parents.

This year is the year that we're trying to wrap our back or our parents into the process, and especially around, um, understanding their students' use, um, and potential overuse, uh, especially by use of, of a companion and ways that they can partner with us at the school, um, to make sure that their students are safe.

Thanks, Vinny.

Yeah, I think that's, that's super important to just take that partnership and team approach to everything.

Anyone else wanna share a win before we go into, uh, struggles, which I know there might be a lot of.

Hi, this is Nisa.

Um, I was working with a teacher last week who two and a half years ago joined our ad hoc a i, uh, ai, uh, task force with the sole purpose of making sure that AI didn't come to our school.

And of course now she is sharing with all of her colleagues how she is utilizing our approved AI tool.

Um, and even was willing to get up at, we had an in-service on Friday, uh, get up and talk about her experience in front of the whole, uh, faculty.

So huge win.

Um, and ironically a colleague, uh, who was of a similar ilk when we started this journey, joining the task force to say, hell no, we won't go, uh, piloted our, our chosen tool.

So those are two recent big wins for us.

Wait, wait, Wait, wait.

You're gonna have to unpack that for us just a little bit.

Do you have some, uh, little nuggets of success there? How did you guys Yeah, so that kind of convert them.

So that was May, that was in May.

She, um, she actually belongs to a writing fellowship with our local university for, uh, language arts.

And I think during the summer she, through that, uh, committee, they're like, this isn't going away.

We have to get comfortable and we have to use it.

And I think that was her entry point into coming to me and going, okay, I have this research project coming up.

How can we utilize our tool and can we pilot it? 'cause we didn't even have a full subscription yet.

So, um, she dipped her toe in with her students and realized that it, it was going to be okay.

There's a way to thoughtfully utilize these tools, um, if we show kids how we want them to use them.

So, uh, that's how that went.

I mean, I, I didn't mean to make a throwaway comment, I just wanted to say that our two teachers who didn't want us to go anywhere near AI or leading the way, so Nisa, do you think that that, um, helps pushing that boulder uphill, that you had two naysayers that are now really on board? Absolutely.

Um, because it, they're doing, they're doing the messaging for us at the grassroots level, you know, during prep periods, you know, places and times that I can't necessarily get to people.

They're just, uh, sharing their experience and their enthusiasm and their surprises, um, with their colleagues.

And it is just gonna snowball.

Um, are we gonna get to everyone this year? Absolutely not.

We aren't.

Um, we're gonna have people who are just going to be resistant.

I'm, it makes me think of, um, Matt Miller's, uh, AI book.

Um, I'm not a fan of the phrase, but I like the sentiment behind it.

Wearing, wearing tomorrow glasses.

When we think about our curriculum, which of course we realize that, um, you know, some of our teachers are gonna have to rethink, you know, what it is they're asking their students to do with regard to AI being ubiquitous.

Now they're gonna just have to change what it, what's important for them to transfer to students and, and how we go about redesigning our curricula and our methodology in order to meet this moment and prepare kids for what's coming.

And so we're not gonna convert everyone this year, but I think like all tech initiatives really, it's going to come from the bottom up.

So there are gonna be our early adopters, our teachers who are utilizing the tool with the kids, and then the kids are gonna start haranguing their other teachers, why aren't we using this tool? Mm-hmm.

Um, and then they're gonna feel the pressure from the bottom up, and then they're gonna talk to those early adopters, maybe reach out to me and, and we can keep that momentum going.

Great.

Um, Karen, there a question in the chat, looking at, um, how many schools are using approved AI tools? So maybe we can talk about two, what are your schools using? Um, how do you go through a process of vetting any tools that you're using? Um, and what have you found success with Jenna? Thanks for throwing in Magic School.

Brisk Gemini School, ai.

Hi Amy.

I'm so excited for our meeting later today.

Um, yeah, lots of, lots of great tools.

Anyone wanna show or shout out how they're using any of these tools with kiddos? Um, and what's kind of working there? Or even your faculty too? I know there's a lot of people that kind of aren't at that level.

I'm sorry, somebody was about to jump in.

Go ahead.

No, it was just me.

So Kelly, we had a teacher in middle school, um, who created, um, a chat bot using school AI that the kids would put their writing into and they would get feedback on their writing from the chat bot.

So she uploaded her rubric and such, and, you know, they had the option of using the feedback or not.

Um, but um, that was a really great use case I think at our school.

Nice.

We've had, uh, teachers at our school, we pay for magic school.

Uh, we use the AI features in Grammarly.

Um, and then we do use, uh, Gemini and Chad GPT.

And I find having, um, that little bit of scaffolding with, um, magic school, being able to track conversations and giving teachers actual tools like that, um, writing feedback or rubric generators or, um, that are so approachable for teachers, it lets them dip their toe into the water a little bit, um, without feeling like they need to be that expert prompt writer, um, or feeling like I'm letting my kids go, um, into a world where I can't see what they're typing and I can't see what they're asking.

Um, so that's been pretty successful for us too.

And then we've got some champions who are, um, really letting our kiddos use Gemini and chat GBT as tertiary sources.

And our kids just love the fact that they're allowed to use it in these classes and are instructed.

So anyone else having some great success, um, with some, some of these tools and then we can kind of address some problems we might be having and, uh, talk about those together.

All right, well, who's got some challenges at their school that they'd love to throw out to the group? And just get a little feedback.

Do a little think lab here.

Yeah, time, time is definitely tricky.

Anyone figured out how to make more time for their teachers, um, create that space.

Another question about AI literacy lessons for students, who's teaching them? So we got a lot of great, great things going on in the chat right now.

Um, sixth grade is doing a little bit of, um, AI literacy, um, library teachers.

Um, I think that's probably the hardest part at our school as well as we're a little bit all over the board in terms of that AI literacy piece.

Um, we've been trying to do a lot more with our, our middle school, but it, it hasn't quite, um, gotten across the board as to who is teaching it, when is it taught, um, and I think that's just the challenge of AI is we all went to school for four years of college and then maybe more after that to really, um, know our content or, um, you know, become leaders in technology.

And now, um, we're asking our teachers to teach about ai, which is very new to all of us and makes our teachers super uncomfortable at times because they don't feel like they have all the answers.

And that could be tricky to stand up in front of a classroom full of kids without all of this.

Um, thanks Ashley for throwing in some, some middle school resources.

Um, at our school, I, I feel so fortunate that our administration is really creating the time and space for this.

So I would say as tech leaders, if you can partner with your head of school, your, uh, director of curriculum, your department or um, your division directors, things like that, to get into faculty meetings and just create this time to play and talk.

That's, that's really where I've found success.

Other thoughts? Questions? I feel like my voice is, is being heard a lot here.

I'd love to hear some more voices.

We've been leveraging the social institutes or literacy purposes.

So we are a primary to fifth grade school, so fifth grade, uh, which we, our morning meetings that we have, we've been leveraging those to do a social institute lesson, um, and have conversations about it.

There is, we're working or we're planning to give them access to magic school at some point before they graduate so that they're prepared going into the different middle schools.

Fantastic.

That's really great because I feel like when we are able to talk to our kids at a younger age, they are, our lower schoolers take things so seriously and they are very much our rule followers, so that's awesome.

What else? I'll chime in a little bit.

Can y'all hear me? Um, we have been trying to, uh, really get a push going with the digital health and wellness, um, as a whole.

We're trying to rebrand it in our school and part of that is definitely, um, AI use.

And so we're anywhere we can find time.

We are, um, Catherine and I are doing a little bit of the push in lessons or ed tech is doing some of the lessons.

We're trying to get the teachers more comfortable doing the lessons on their own after possibly co-teaching with us.

Um, it's just a gradual thing.

And whoever said time earlier, I agree.

I agree.

I agree that's the hardest part fitting into the schedule.

But we're pushing, we're really, really pushing.

Um, and we're trying to frame it around that health and wellness piece and I think that's giving us a little bit of good direction with people because they like that idea.

Awesome.

Thanks Amy.

Yeah, Marianna just threw in, um, common sense and they have got some wonderful, they just revamped their whole digital citizenship, um, lessons as well.

And um, so we've definitely been leveraging some of those at our school too, um, to, to kind of help there.

Do you feel like you've got good collaboration? I'd love to hear from you all.

How do you collaborate with your school leaders about, um, providing this, um, kind of instruction for your teachers, um, and making sure that you have the ability to push out all of this to them? Yeah.

Larissa, we're in the same boat trying to put this into the curriculum.

As you think about the size of your schools, I know some of us have larger schools, some of us are from smaller schools.

What are some of the benefits and pitfalls that come, um, at your school based on size with either a larger or smaller student population, larger, smaller teacher population? Talk to me about those things.

You guys are so quiet today.

Are there, so you guys came here with a purpose, something drew you to this session today.

So if you don't mind in the chat put down like what are you trying to get out of today's session? Are there any questions that you want answered or any topics that you want discussed? We've got some people engaging in the chat.

And again, I understand if you're where you want to participate, but you can't speak, that's okay.

Um, so we love the chat engagement and we can be patient and wait for you guys to type a little bit too.

That's fine.

And that's, it's so hard when you're a small school wearing many hats.

Um, our head of school talks about how schools don't scale.

So when you're a small school, there are so many roles that still need to be filled, um, that definitely you don't have as much, uh, as many people in the building that you need.

So we've been talking a lot today about how, um, we're trying to get teachers engaged with AI and bring it more into their classrooms.

Um, how do you talk with your teachers about their concerns about, you know, losing that creativity, that critical thinking? Um, when I was in a meeting with our upper school teachers, a lot of the concerns that came up were about we want our students to still have grit.

We want our students to still be able to think for themselves.

Um, how do you all address that when talking with your faculty? Malika, I love your comment about nailing jello to the wall.

Uh, I explained it to the faculty that the grid, the resilience are still important and that's why we need to be clear to students that when it's okay to use it and when it's not, to use it to have the expectation very clear and no gray area.

Mm-hmm.

One thing that just that, that just popped out to me when Malika put in the chat, I pretty much just explained using AI as just another resource, I try to do the same thing.

So same kind of conversation I would've had years ago for any tool, but, but it also is the combination of classroom management still too.

'cause I think a lot of the fear is, you know, how do I know if a student is using it and, and things like that.

And so they're, you know, every once in a while I'll get, can you block this? Can you block that? And then just have in the conversation, well, if we do block it, they can also still utilize these tools other places.

And so kind of switching the, you know, uh, the framing of their thoughts and, and, and how we can work together to guide.

But also that it comes down to classroom management too.

And if we just start blocking things, it continues the whack-a-mole, you know, where Exactly we Get everything blocked all the time.

We have to, we have to teach when is acceptable and when is not.

And when it's not, we close our devices and, you know, our classroom teachers are having more discussion.

Um, I think that's how a lot of our teachers have changed and gone back to some older practices that, you know, their, their students are now defending their writing and talking about there's more classroom discussion, there's more, um, maybe smaller writing assignments in class rather than these big large essays.

Exactly.

Yep.

Like, and then, you know, we talk about the rethinking of assignments, like just stripping down like what do we want the students to be getting out of these assignments? I think we, we lose that sometimes because people have been wanting to like add tech and abuse this and do that.

And so that's all great and I'm a very techie person, but what are we really trying to get? And sometimes it's tech is not the answer.

Maybe it's lockdown browser and doing an exam that way.

And so just more conversations like that of like, what do we really wanna be having our kids get out of our classes and assignments.

Margaret Ann hit on that exact thing and has really struck a nerve in the chat.

And so I'd love to unpack this more with the group.

What have y'all done to help faculty rethink assignments that's been successful or to have a bigger conversation, um, than just it's how to use ai.

I'm getting ready to do the touring trials from um, nine.

Has anybody done that? So Atlas is actually partnering with them on those.

We have a co-branded version of, of these cards.

It's a fantastic activity, but yeah, please tell 'em about 'em and I'll get a link while you're getting that ready.

Yeah, I mean, I, I ha I, I've done the training.

Um, we're gonna do it with my middle and upper school teachers as at a faculty meeting.

Um, it, it's pretty much they give you scenario cards, um, and just putting teachers into groups to really talk through some of the content.

But if anybody else has done more than I have, please let me know.

Sorry, can you tell 'em just a little bit more? Have you played it Heather? I I, I did it at the training, but that was a while.

Like that was probably over the summer.

So my goal, um, is to find a small group and play, like do some of the activities with it.

But I have, I haven't done that yet.

Yeah, Figure absolutely.

My training is gonna be November, maybe November 3rd, like that first week in November.

So I'm, yeah, I can actually, yeah, that's great.

That's great.

I can pull up, um, the cards really quick and, and show them to you so you can get a visual of them.

This is the PDF version.

So obviously when you have the printed deck, it looks a little bit different, but you can go and print your own cards from this link that I just dropped, but here is a little preview, so let's check this out together.

Alright, so in this deck it's going to give you these different cards where you take on personas.

And the fabulous thing is your, your admin team can play this.

Um, you can play it with your faculty, you can go through, um, but you're going to have different people that are gonna have scenarios.

Then there's risk cards, there's issues and they're safeguards.

And so the point to these is not that you solve all the world's problems, but that you're talking through and that you're addressing, this is a potential scenario with ai.

Here are some things that we could put in place at our school to mitigate these types of risk.

What is important to us? Where is that line? And so it's really great to just have conversations and to, um, start to think about these things with different constituents.

And it's fun.

It's a game.

So you have, again, just a deck of cards, um, but you can print them out and you can play yourself.

There's also a little video intro.

It's like an explainer video that you can show.

Again, let's say you're doing this with your admin team so you could print the cards out, have it ready to go, you watch a little like a minute and a half video with a group.

And that kind of sets everybody up for success.

They understand what are we doing here, why are we doing it, how are we doing it? How do we play this game? And then you can go through and play together.

So, um, highly recommend those.

And, uh, definitely a cool resource.

And we are, like I said, working on printing, uh, some Atlas co-branded batches of those and taking them to different events that we do.

So, uh, if you see us on the road, you may just score your own like official copy too.

I can't remember who created it unfortunately, but it was like an apples to apples similar to that game.

But it was all about, um, you know, uh, basically putting a card out and then how do you feel and then like having discussions about it, but kind of, uh, similar to the game that kids like to play all about AI scenarios.

So it sounds like there's a couple different things out there, but also maybe, um, using AI to, to create your own.

Another great one, and I'm trying to find the link so I can drop this in the chat, the rhythm project.

So Dr.

Allison Lee heads up a fabulous nonprofit and they have a version of this that you play with students.

So the intention in the audience, it's for students to talk about how AI makes them feel, when to use ai, um, what that looks like.

And so I will try to grab, Kelsey grabbed the link to that site.

Their site has lots of fabulous things.

I'll see if we can find specifically the cards as well and drop those.

What are some other resources that have been helpful for you? Um, feel free to tell us about or drop in the chat.

All right, y'all, any final thoughts or takeaways? Ashley? I think we heard a lot of great things today in terms of what people might be doing here in the future between working together with parents, um, continuing these faculty, um, meetings and trainings.

Um, feel free to, you know, keep us posted, keep talking with your committees, keep talking with your admin, your teachers.

Um, I know it's, it's hard work being the bridge kind of to try and get all of that going.

Yeah, absolutely.

And y'all, if you're still struggling with some of this and you need some outside help, Atlas is also partnered with ED three Dowel and we have some fantastic courses that are available on demand.

And what I really like about these, it is that it's through the tech lens.

So we have three different versions.

One is project-based learning and ai.

So very accessible to your faculty.

Some of you were talking about kind of struggling to get them to see how does this apply to my classroom, how does this, you know, work with what I'm doing and what I've always done.

The other one is media literacy and critical thinking in the age of ai.

So definitely a hot topic and something that I think could be of great value, um, to your faculty.

And the last one is design thinking and artificial intelligence.

And so, um, you can test those out on your own if you wanna pilot it.

You can also do groups and get, you know, a group of people to go through.

Maybe a good thing for your AI task force to check out or for your faculty as an additional professional development option.

So we've got some resources in case you missed it.

Uh, we also recently put out the links from all of you.

The cohorts worked really hard this summer on creating some resources.

So we have a new, uh, primary grades resource and a middle school resource if you haven't opened that one up yet.

That one has lots of things to do with the students.

Um, so ethical conversations all the way to addressing neurodivergence.

So some fabulous resources and we'll continue to produce more of those.

Y'all, thank you for being here today.

And Kelly, thank you for being our guest facilitator.

We really appreciate you.

Thanks Ashley.

Thank you all.

Thanks y'all.

Alright.

Alright everybody, we'll send out the recording and the archive soon.

Take care everybody.

Have a wonderful day..