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Educating All Learners Alliance

Amanda Bickerstaff

Amanda is the Founder and CEO of AI for Education. A former high school science teacher and EdTech executive with over 20 years of experience in the education sector, she has a deep understanding of the challenges and opportunities that AI can offer. She is a frequent consultant, speaker, and writer on the topic of AI in education, leading workshops and professional learning across both K12 and Higher Ed. Amanda is committed to helping schools and teachers maximize their potential through the ethical and equitable adoption of AI.

Kelli Suding

Kelli is a technical assistance specialist for the National Center on Accessible Educational Materials (AEM Center) and the Center on Inclusive Technology & Education Systems (CITES), Kelli promotes the availability of accessible educational materials and technologies to ensure that all students have equitable and inclusive opportunities for learning.

I'm Amanda. I'm the CEO and co-founder of AI for Education.

This is our third and our series of 4 webinars with Ela educating our learners alliance and we're just so excited to have you here today.

We're going to give you guys just a moment to get in, but if you've been here before say hello, we already have someone in the chat, love it. We already have someone in the chat, love it.

We always have someone in the chat, love it. We already have someone in the chat, love it.

It, we always have, the say where you're from and if you're comfortable saying like what you do, we would love that too.

Our chat is probably our favorite part about these sessions. So just really glad to have you here. We'll just give everybody just a moment to get started.

And then we'll get going. So, got, I, Samantha, we've got Pennsylvania, we've got Nebraska, Estonia, very nice.

Got Vera, a lot of people that are familiar faces, really excited to have you here. And so love this and I will say that we had the best chat I think last week.

So feel free to say hello throughout the session and let's give everyone just another minute and just a moment to get in, but I think we might be good now.

Well, hi again. My name is Amanda. I'm the CEO and co-founder Bay for Education.

We're really excited to have our third in the series of harnessing AI and special education webinars.

I'm here today with Tria, who is gonna talk a little bit about Ela.

But today we're really going to be talking about one of the most important parts of our roles as special educators, which is this.

We're gonna dig into what this means today. We're gonna look at some really great strategies.

We're also, we just want you guys to get involved. I mean, I think that's always the most important thing.

I already see the chat. You can see with people from all over the world and all different types of perspectives, Amanda from my team is going to pop in the channel.

Amanda from my team is going to pop in the channel our weekly like little survey so we get to pop in the channel our weekly little survey so we get to know a little bit more about you, our weekly like little survey so we get to know a little bit more about you. But please say hello, say where you're from, what you do. Please introduce yourself.

We're also going to be doing some prompting. We're going to have 4 kind of key areas of prompting.

We're mostly going to be using chat, GBT, the free version, but we'll also look at Claud again this time because it has that functionality of being able to upload documents.

And then please share resources if you have a great resource, an idea, a video, something, a tip, strategy, whatever you want to do, please share that in the chat as well.

The one thing is if you have a question specifically for me, please use it in the Q&A.

The chat goes so fast because we already have over 240 people in the room that it's really good for you to put in the chat.

Sorry, the Q&A for me specifically because that way I can make sure that I don't miss any really good questions.

And we'll have time at the end. And so yeah, I want to, we're going to talk about our goal.

And then I'm gonna let Tria kind of kick us off, but what we're going to be looking at again is how Generally Vide this new class of tools that we have that are able to generate new text images, content from the way it's been trained and what you put into what you ask that bought is really a great opportunity to support what you ask that bought, is really a great opportunity to support your IEP process.

And so we're really going to focus on the process that happens after the goals are said and want to talk about why in a moment but We're gonna look at things like brainstorming objectives, how to streamline communication.

I know you guys are buried in paperwork and communication when you do this process. We've been talking about that.

We're gonna look at scheduling, but also just generally productivity. I mean, this is really just an opportunity to like help you with productivity and to lower that cognitive load of getting to that to the space where you have something really quality to do with your students that have IIPs, but now you can focus on the doing, not on the creation and the paperwork component.

So I'm gonna head this over at Tria who's gonna talk a little bit about, yeah, and the purpose for this series before we go to a special guest.

Thanks, Tria.

Thanks, Amanda. Hi, everybody. My name is Triya Huchens. I am project director for the Educating All Learners Alliance.

Sometimes we call it ELA for short. We are for those of you who don't know we are an uncommon coalition of over a hundred 40 partner organizations.

Each were committed to supporting students with disabilities and we bring you, and bring our partners series like this, that share insights from the field that share knowledge and best practices for improving classrooms across the country.

We're really excited for today's focus on IP process and what to do and, how to help us do

Yeah, well, we love it. I mean, I think this is such a fascinating, like you guys can.

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A bit of a insight into what we do. So the IEP process and General BI is brand new in terms of like we've only been using this technology for just over a year.

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So even the process of putting together today's session was a really good learning that went across the in common alliance that we have with Ela and the work that we do.

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So it's been pretty exciting to do this work that really is bleeding yet.

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And we hope you all enjoy it. So I'm actually gonna say thank you, Triya, and I'm gonna have our guests, which is so awesome.

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We love doing a practitioner highlight. I haven't been a teacher for a while, everybody.

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And so I can give you a lot of that insight in terms of like how to how to do the work of it, right?

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But I always want us to have an opportunity to situate ourselves within what's actually happening.

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In schools with practitioners. And so we have Kelly who is so great to join us. She's in Oklahoma today.

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And so, which is pretty amazing. She's on a site visit, but made the time to be with us today.

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So we all have to say thank you to Kelly. But so Kelly is a technical assistant specialist at CAST.

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And Casta is the center and inclusive. Well, actually, you have a couple different things, right?

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Talk about all the amazing things you do. But Cass is a part of the uncommon.

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With Ela, but I love that you focus so much on what it means to do this work with special educators.

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So, KAY, I'm gonna hand it over to you. I'm gonna come off the share so you can we can see you all.

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Oh my goodness.

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I'd love to hear just like, you know, what is happening? Like, what do you think is the opportunity for General VIII with the IP process.

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And then anything you'd like to share.

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Yeah, hi friends. I cannot believe how many people are here.

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Oh my goodness, this shows you what an important topic this is. And I love this webinar here as I've been able to watch the last 2 and how relevant and purposeful it is. So this makes me really excited.

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So thinking about, the, I mean, not aim, but AI in the IEP. So I am Kelly suiting and I work forecast at the National Center

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Okay.

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And I am a previous teacher in the classroom. I supported, I was Janet and all.

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Special education and my areas of support were autism, learning disabilities, and then integration of accessible materials, assistive technology.

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Designed for learning and accessibility.

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Background and I still work with a lot of educators from all over and do a lot of professional development and AI is definitely out there. We want to make sure that we're doing it right.

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So I am at Cast, like I mentioned, and so our vision at Cast, we were the developers of Universal Design for Learning, but really our vision is to ensure that we are elevating the strengths of our students to eliminate barriers for every learning.

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Experience. So that is really important and AI has the opportunity to do that for sure. So this session is more of AI to support the IE process.

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So, Amanda is going to be talking a lot about how educators can use AI to generate different things like she talked about earlier.

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So. I'm here to contribute more on conversation about keeping AI and accessibility in the forefront for all of our users.

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So when I say all of our users, that's including those with disabilities. So for years, AI applications such as speech recognition and text to speech, word prediction has been out there, right?

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But we have not really seen it as AI, but now that we're using the word chat GPT, a lot of people are like, oh my goodness, our students can't use AI and really have a really recognize that students have been using AI and is currently documented in their IEP.

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And for that and when we document assistive technology, so we look at AI as assistive technology documenting that in the IP.

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We're doing that to an enhanced accessibility so students can access. We want them to interact, decode and respond to any of the content that they're given.

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So that's where AI. Can be considered as an assistive technology accommodation. I feel myself talking so fast because I only have 5 min friends.

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I will make sure I get it all in. So, so when I say accessibility, what do I mean?

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So the definition of accessibility from the Office of Civil Rights is a person with a disability can acquire the same information, engage in the same services, enjoy the same interactions and engage in the same interactions as a person without a disability.

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So that's what I mean when it comes to accessibility. And really focusing on the learning and learning thinking about literacy as well when it comes to using AI.

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So what I want to connect accessibility with AI and also assistive technology that AI can really lowered specific barriers.

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An individual student who may face some environment barrier themselves, whether it's outside of the classroom. Are inside of the classroom.

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So those 2 things come in together and I always want to ensure that we're really excited. About AI, but are they accessible?

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We don't want this this to be an opportunity where students feel excluded. From the tools but also included and this is an opportunity to really dive in and think about that.

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So I just want to just start with just a student named Max. Okay, friends. So this is a real story that is happening now because of AI is really talked about a lot specifically with chat GBT.

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The student name Max has dyslexia. He has documented in his IEP to use speech to text text to speech, word prediction, for so with writing, he would use voice inputting.

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That's the speech detects and then use Texas speech to hear his errors. And so he is tasked with writing a ten-page research paper, okay?

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And so knowing he has those accommodation, but because of the fear of gen. A. I, GPT, he was asked the whole class was asked, you can no longer use computers.

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You have to handwrite your 10 page paper. You can no longer use computers. You have to hand write your 10 page paper.

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You have to hand write your computers. You have to hand write, hand write your 10 page paper. Okay, friend, so let's think about that.

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My student having to hand write the paper, okay? Think of processing and just thinking about what are we test?

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We testing handwriting, no, but it was because of that fear. And so that's creating a lot of anxiety and really a lot of physical pain for this kiddo because those are the combinations that he needed but yet they're taken away.

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So and there because there's so much fear like we hear oh my gosh AI is cheating and so and we have a lot of fear of that.

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But we also have to consider the fear of students with disabilities also may be having a feeling excluded because they're unable to either access the AI tools because they're not accessible, like they can't interact and engage with it because it's not accessible or like max the accommodations are removed that are essential for its participation.

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So just thinking about that and it does matter and if you've ever no matter where you from you may have heard of Mr. Rogers he used to do a television show for children and he he would he had a young lady who was blind who heard him say on the show that he had fish and so she was really worried about if he was feeding the fish or not so she wrote him a letter.

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So what he did was every time he was feeding the fish he would narrate verbally I'm feeding the fish and he did that just for her he took that next step so she can have the opportunity to be in and really have that learning experience.

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As all the other, all the other children who's watching that. And so that's what we have to think about.

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So taking that next step to ensure accessibility. So if the AI tools are not accessible and the content that's created by the AI tools is not accessible, then our students, our parents, our educators may be losing out on a lot of the content and those learning experience because it's not accessible to them.

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We have to think dyslexia, dyslexia affects 20% of the world's population.

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And that includes our adult learners. So we don't outgrow dyslexia, right?

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So the processes and the content made with AI tools to support the IE process also needs to be accessible for everyone.

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So just keep that in the forefront as we think about supporting the processes of IEPs because this is such a great opportunity to create meaningful and relevant learning experiences for all of our learners, even our adult learners.

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This makes me think I wish I had AI tools when my, you know, when I was back in the classroom and I had a first grader who was in the kindergarten class and he loved Medical books.

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He carried around this like 6 inch thick book of all medical prescriptions and he had them all memorized.

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He could decode them. He can tell you where all the pharmacies were in our area. And so if I ever took advoys like missus suiting how much adv you take is that 500 milligrams like he knew like he and that was where he was.

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And I always think if I had the opportunity to include AI in that, how he could have just developed, cause it was way beyond my scope, right?

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If he could have just used AI to use his voice because it was accessible to say create me a map of all the local pharmacies and I could tell you how far they are or or etc.

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So there's such a great opportunity for AI as an accommodation because when we use this as an accommodation, it doesn't change the curriculum at all.

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Only changes how students are gonna access. And express that. So just kind of concluding this in a super fast elevator pitch on AI and accessibility.

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When you're, so when we're talking about the IE process, just think, can your students again, I'm circling back, parents, educators, access, can they interact?

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Can they decode the content? Are we using AI to create schedules or to do list? Is that accessible?

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Is the text or our users able to our parents or educators able to change the color contrast? Can they large the font?

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What do they need to make that accessible? Can they use Texas speech or speech to text to use those tools themselves?

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If we're using tech summarizers or text leveling when we're creating the IEP process for some for for, for ourselves or for, for our colleagues.

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Is that accessible? If we have a colleague in the field who uses a screen reader is what we're creating with AI, are they able to use a screen reader to engage and interact with that content as well?

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And AI is generating images of ensuring that we're taking that next step like Mr. Rogers did.

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Have you added alt text so our screen reader users can also experience that image. Are we doing AI generated videos to support maybe the ID process when we're maybe creating something a tutorial for something that's needed for that process.

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Are there captions, are there audio descriptions? So with that said, this is I love everything about what Amanda and the whole team is putting together.

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I am totally geeked out. I am here for it as well and I love it and I'd love that they're staying in front of it, for sure.

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And I know that accessibility is just as important to them. And so at Cast, I one of the hosts of their podcast, which is accessible learning experience.

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And one thing that we always say at our podcast is accessibility is everyone's responsibility. So with that, this was really fast.

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So if you have If you need support on accessibility, you need to reach out, reach out to me or reach out to us.

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Reach out to Amanda, reach out to anyone at Ela to support that purpose for accessibility.

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So all of our students, all of our adult learners can also feel included because it's a really great opportunity.

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Thank you. So much, Kelly. And I just had one question about this idea of Max. How old is Max?

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So. So Max is a high schooler. Well, yeah.

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Awesome. Yeah. So yeah. Well, just thank you so much.

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I think one of the things that really sticks out to me besides your passion, which I really appreciate is that we have to tease apart AI.

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Artificial intelligence, which has already been like, if you had a screen reader, if you were using assistive tech or automatic speech recognition or handwriting for that manner.

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Like those are all parts of artificial intelligence that are not generative. So I think that what's really interesting about the story about backs is that we conflated artificial intelligence with generative AI.

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Yes.

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And so with Max, like to be able to have those accommodations, which he's legally like, oh, you know, that has been legally made available to him.

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Is that what we're doing sometimes is we're reflect we're kind of over rotating and we're rejecting what's already been a part of these kids lives and our adults lives.

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And so I think that this is why AI literacy is so important because that teacher needs to understand where the line is between this classical AI, which is not going to create a paper that you're not going to be able to go in and max is suddenly going to say, hey, you know, assistive technology, let's build a 10 page paper like that isn't happening versus what is happening with these generative tools.

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So I think it's a really interesting point and something that we need to constantly reinforce that AI literacy is incredibly important for us to have a possibility of moving together, into the future because we, know that students with IEPs actually in 4, or 5 before our plans are using Generative AI more than other students and that's because they're using it like if you can talk.

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To your phone the dyslexic student can have a conversation with Chash GBT or now Gemini and it can be fully voiced to text and voice to voice and I think that that's really a game changer.

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And so I just really appreciate you joining us and Kelly, like if you don't mind before you leave your head out, I know you have you're in Oklahoma today. Just how people can contact you, that would be great.

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And can we just all say like, thank you so much to like us give her some love in the channel.

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Okay.

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You are busy busy lady and like we're just so happy to have you here. We always love this voice and if you want to talk about passion, we got a couple, Gillian was like, Gili Lynn, I'd said her name wrong, but it's like, you know, getting out is cool.

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And we definitely appreciate that. But I hope you have a beautiful day and we just really appreciate your time today.

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Thank you, Amanda. I appreciate the summary that you did on that. Yeah, Gina is making us fear all AI. So I really appreciate that.

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So yeah, have a great rest of the webinar. Thanks again. Thank you.

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Thank you, Kelly, so much. Awesome. Well, okay, I just absolutely love, I mean, we have a lot of passion here at AI for education and we know that you all do too and Kelly such a beautiful example of that.

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This idea that this really is an opportunity for us all to create a more accessible future, which is just really exciting.

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And to build on what's already been working with excessive technology. So what we're going to do is we're going to talk today to start with as we dig into the session itself is this idea of the ethical components and the legal, legal components of doing, of using something like General AI in the IIP process at all.

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And so I just want to like, it's gonna feel like a big kind of push towards this because I think it's so important.

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We actually had a question in the chat already about the importance of this. But we do need to always consider that artificial intelligence of all types works on data.

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And if we are sharing data, we have to be incredibly careful about what type of data we're sharing and how we share it.

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And so the importance of seeing privacy is is just paramount. We have to be sure that we have privacy laws that we're keeping in mind in the context of what we're using.

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So whether that's FERPA or COPA, HIPAA, just really, really important to understand those roles and as special educators you're across those but now sometimes what can happen is we fall asleep at the will a little bit because we were talking like conversation like I and we can give a lot of context, right?

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And sometimes what we might do is give too much context. And so we don't want to do that because first of all, like these are open, these systems can be training their models based on the status.

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You definitely don't want to do that in general, even if these laws didn't exist. But then also you just need to be compliant.

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So please just consider that. We'll talk about some ways to do that in a moment. We also decide, please do not use any personally identify information into the tool itself.

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And we'll talk about how to get around that. And the reason why it's just that these are really important.

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Components because in the IP process, because we are talking about incredibly large amounts of sensitive information. And so that's something that like really is a bigger, trickier question than just building a lesson plan.

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If you're building a lesson plan. If you're building something to support an IP process plan.

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If you're building something to support an IP process that has deep knowledge and something to support an IP process that has deep knowledge and real sensitive information about a process that has deep knowledge and real like sensitive information about a student, then we have to be really careful.

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It has deep knowledge and and real like sensitive information about a student, then we have to be really careful.

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And real like sensitive information about a student, then we have to be really careful. And so, and we also want to be very careful because there are possibilities of data breaches.

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And if that happens and we know that there were exposing not only the students and families potential harm, but also we can face legal percussions.

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We, I would consider, remember we talked about this like a couple times in the series and if you know like Geneva VI is is really new it's a year and change old it's growing really quickly but it has a lot of problems and in fact there's something called a leaky data system so what can happen is sometimes chat TBT will essentially if you open it doesn't happen a lot but it does happen where you open

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it and you'll see someone else's chat history. And this is something that's been recorded because it's leaky that we do want to be careful about making sure that the conversations we use are the the data that we use is not protected.

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Also, I would really suggest we don't, you don't have to do this because it ends up being more difficult to kind of keep your history, but if you're going to be using this with an IP process, you want to be extra careful, turn off your chat history.

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You can actually go into the settings of every DNA tool and turn off the way that it trains its data and it won't you won't have the history in the side to be able to see but you can feel extra special, careful that these tools are not using this information to train their models.

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So that is something that I would definitely suggest doing. The next is like so how do like we always love this because it's one of those pieces like okay talk about that till cows come home but then how do you actually do this okay so we know in the sense of what we're thinking about there are 3 ways to think about this and it depends on if like where you are in the decision-making process for some of

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these pieces. But the first thing is to choose the right tool. And actually have a question in the chat from Cameron about this idea of walled garden approaches.

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So Walt Garden is where it's essentially, you know, you can control the data and the way that the system works.

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So instead of using Chat TVT, you're using an instance that could potentially go into Chat UT through an API, but it's now stored within your own essentially like wall garden.

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So it's stored where no no no one else is getting access to that and it's not being trained on the larger system.

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So we always suggest that. So think about those tools in terms of how you're how you're picking them.

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The other piece is data encryption. You want to make sure that the AI tools that are using employee and the end encryption of chats.

00:23:06.000 --> 00:23:26.000

And then this is, that's opportunities to just, you know, if there's a great new tool that's coming out that's part of the potential IIP process, we have a lot of great tools that are being developed, making sure that they're using the approaches that are COPA and FERPA compliant that they are encrypted and that they are not training based on student

00:23:26.000 --> 00:23:32.000

data. So that's really important. The second piece is to use those tools safely. And that's where like, you know, I talk about this a lot.

00:23:32.000 --> 00:23:37.000

Chatch VT is a tool. If something goes wrong, it's not Chat to be T's fault.

00:23:37.000 --> 00:23:46.000

It's our fault in the sense of like we have to be more critical users of that technology. It doesn't mean that these tools won't, you know, kind of fool us, but we wanna be sure that we're verifying and and it's thoughtful about how we use these tools.

00:23:46.000 --> 00:23:59.000

So for example, Anonymizing data like by removing all references to PII is really important, but you can also just use pseudonyms like this replace the students name with a pseudonym or just avoid the name completely.

00:23:59.000 --> 00:24:23.000

You can also, you know, be careful about, you know, if you want to do something where you can kind of create maybe archetypes of students where you have like different kind of groups of students, but you can feel confident that you're using something that is like anonymized, still gives the right level of detail but isn't directly talking about that individual student.

00:24:23.000 --> 00:24:28.000

So that's a really great way to do that work. And then the final is to communicate responsibly.

00:24:28.000 --> 00:24:34.000

So make sure that you have talked to families and students. About what data is used and how it's protected.

00:24:34.000 --> 00:24:58.000

In this case, we want you to obtain consent. I would almost say right now I would I would get to a place where I was over communicating use and meaningful ways because like like Kelly said, there's a lot of fear right now and I'm sure you see that in your own practice like people are afraid of these tools and it's just something that I think is really, really interesting because we find all the time as if

00:24:58.000 --> 00:25:09.000

we talk about it and we normalize it, we talk about it with an intentionality that will be safe and we are going to using it only to support that students learning, it tends to be a really good conversation.

00:25:09.000 --> 00:25:13.000

And also could potentially demystify that for parents or caregivers who could use this for their own support of their students as well.

00:25:13.000 --> 00:25:22.000

And their children. So we think that that kind of consent, even if it's not explicitly in your state's guidelines, we believe very strongly it should be.

00:25:22.000 --> 00:25:31.000

Asked for and then the final piece is just creating that collective awareness. Like, you know, regulatory reminding to support staff and students about the importance of their own data.

00:25:31.000 --> 00:25:48.000

Service that a privacy and security. This is a great way to teach media literacy. Like, you know, we should also as individuals not be and putting our own information because again, we want to protect our data.

00:25:48.000 --> 00:26:00.000

And so I think these are just some really great ways to do this because it is something in which, the more we can think about these tools intentionally, the better off we're going to think about these tools intentionally the better off we're going to be especially around student data.

00:26:00.000 --> 00:26:17.000

So next piece is like why it's so important for us to be this level of like thinking about oversight because you do if you're special educators in this room you know that it's absolutely important for us to think about our legal compliance needs.

00:26:17.000 --> 00:26:27.000

It is our obligation to oversee all aspects of the IP process in order to share if the fate for children with disabilities and this is so important.

00:26:27.000 --> 00:26:31.000

There's a legal obligation this so this isn't something that we can offload to a bot like this is something that requires us to oversee all aspects of that process.

00:26:31.000 --> 00:27:01.000

And this is something that is so important because Like while we have this idea of like wait places in which we can find productivity gains and we'll talk about that in a moment, you need to be the owner of this process and that cannot change that is your legal obligation and so you know you we'd like an idea that that that procedural substantive and implementation requirements when enacting the IP that has not changed.

00:27:02.000 --> 00:27:06.000

And I think that that's what's really important is that it might feel like it's changing somewhat because things are moving so quickly and we have this new technology that allows us to do some of this work.

00:27:06.000 --> 00:27:27.000

More quickly, we want to make sure that you guys are in compliance and that you are supporting not only your students but also protecting yourselves because it's just very very important for us to be aware that this these compliance issues have not changed.

00:27:27.000 --> 00:27:34.000

And then the last thing is, like, we talked about a lot of like, you know, like compliance issues, but that last piece is it's like you are the expert in this process and you're the sacred ingredient.

00:27:34.000 --> 00:27:48.000

Love this image like you are that connection then that teacher has with that student like you are going to be the person that can ensure that there are, that this process is fair and equitable.

00:27:48.000 --> 00:27:56.000

What's great is not great, but what's important to understand is that these tools do not have knowledge of the IP process itself.

00:27:56.000 --> 00:28:06.000

They are predicting next words based on the training data and what you ask. And so it's important that you always come from it from the day and up. I am the expert.

00:28:06.000 --> 00:28:17.000

Anytime I'm using these tools, it is to augment my expertise. And so we want to make sure that happens and that this is something that you can ensure is going to meet your students needs.

00:28:17.000 --> 00:28:34.000

That's just so important. We also know that these need to be individualized and the only way they can be individualized is is through knowledge and you have you have the knowledge of your students through all the different data sets you have the interactions, the support, even just an understanding of how that student is growing and progressing within your classroom that that's really important to keep in mind.

00:28:34.000 --> 00:28:50.000

You also want to know, like you, you can create something that takes that generic output. We know that, generic output is something that happens quite a bit with chat, GPT and other tools.

00:28:50.000 --> 00:28:55.000

And so you can transform that by actually taking that generic piece and again, bring it back to that student.

00:28:55.000 --> 00:29:09.000

And even within your classroom context. And then the last piece is like you have to be the one that completes the these legal documents and so to be in compliance with IDEA you have to be the person that completes it.

00:29:09.000 --> 00:29:10.000

So you want to feel confident that you can do that. So you want to feel confident that you can do that.

00:29:10.000 --> 00:29:24.000

So you are again the secret ingredient of all. And I would say that writ large. If you are using generative AI, it is so, so important for you to continue to see your expertise and this is not a replacement of the work you do.

00:29:24.000 --> 00:29:31.000

This is an augmentation of the work you do. This is the extension of what is possible.

00:29:31.000 --> 00:29:35.000

So that's enough of me talking. We're gonna do a little bit about the process of what this could look like.

00:29:35.000 --> 00:29:43.000

And then we're gonna do some hands on prompt engineering. So if you want to be involved, we're going to be using Chat to be T the free version and clawed.

00:29:43.000 --> 00:29:49.000

AI. And so we're going to use mostly Chat TVT, but if you want to pull that up and be prepared for that.

00:29:49.000 --> 00:30:01.000

Let's get going. So here's what we suggest as the process. The first is that you're you're creating these IEP goals based on the data that you have about the student input from K stakeholders and then your observation of the learner.

00:30:01.000 --> 00:30:09.000

And so that's that's a normal that's a normal way of doing things. We don't want that to change.

00:30:09.000 --> 00:30:20.000

And so, but once you've done this work, you've identified these IP goals, this is where Generative AI can start to really kind of come in and support your meaning of those goals.

00:30:20.000 --> 00:30:26.000

And so the first thing we suggest is You know, you could take that goal and actually use Generative AI to refine it.

00:30:26.000 --> 00:30:31.000

You can create smart goals or you can break it into smaller goals so that you have something that's a little bit more supportive of your practice.

00:30:31.000 --> 00:30:36.000

So a lot of times we'll have this IEP goal, but we don't necessarily know what to do first.

00:30:36.000 --> 00:30:43.000

Or what to do, what's the right order of operations in terms of how to actually start doing that with the student.

00:30:43.000 --> 00:30:51.000

And so to break that down into more measurable, easier to understand goals can be a really great way to get started.

00:30:51.000 --> 00:30:56.000

The next is you can also start thinking about using generative AI to generate objectives, activities, and content.

00:30:56.000 --> 00:30:58.000

So what are the lesson planning, the kind of content instructional planning that you need to meet these goals.

00:30:58.000 --> 00:31:09.000

We've seen before in last week's session, if you haven't seen it, it's on our YouTube, we'll share that link, that we talked about that whole planning process.

00:31:09.000 --> 00:31:15.000

And we looked at how you can do a lot of work around differentiation or creation of new content. Or even modification of content.

00:31:15.000 --> 00:31:24.000

So this is a great way to do that by now having these IAP goals for your students and then being able to work backwards with some great content.

00:31:24.000 --> 00:31:25.000

The next piece is we, you know, using your judgment, remember you are the special ingredient.

00:31:25.000 --> 00:31:35.000

And so always doing some work to revise and review. And so you are this idea of human loop, you're the human, you're making sure that this is going to work.

00:31:35.000 --> 00:31:51.000

And are able to change that output to really meet your students needs. And then finally, you can actively monitor the progress towards the goal and you can look at collecting data with AI or even interpreting data.

00:31:51.000 --> 00:31:58.000

And we're going to look at an example of that by actually pulling up some notes and being able to have essentially a summary and some ideas, some next steps.

00:31:58.000 --> 00:32:08.000

And you can do the same thing where you start to pull in some observational editorial feedback and get some support and making sense of that, which can be a really beautiful support.

00:32:08.000 --> 00:32:19.000

So what we're going to use is we're going to blast pieces we're going to talk about before we go into our first live goal subjectives is the idea of using AI to augment your professional practice.

00:32:19.000 --> 00:32:22.000

And so we always want you to

00:32:22.000 --> 00:32:30.000

Begin with your own ideas. This is an opportunity to have the AI clarify, extend, summarize or reiterate your thoughts.

00:32:30.000 --> 00:32:38.000

We can then compare the outputs of the student learning profile IP and unique circumstances so that you can see how they compare, what do you need to change.

00:32:38.000 --> 00:32:41.000

And then of course that last piece is just making sure you know how you want to use this and then it meets your students needs.

00:32:41.000 --> 00:32:55.000

Okay, first one. So here we go. So goals to objectives. What I'm going to do is we're going to actually, I'm gonna pop this into the chat, but we're gonna look at moving from a IAP goal to a set of objectives.

00:32:55.000 --> 00:33:00.000

So I'm gonna drop this into the chat right now that you can follow along. And so here you go.

00:33:00.000 --> 00:33:06.000

Here's the prompt for today. And so what we're going to do is I'm going to go to, Here we go.

00:33:06.000 --> 00:33:15.000

I'm going to go to our chat TV T. And this would always remember what was gonna do a little bit of a review because former teacher here.

00:33:15.000 --> 00:33:23.000

So this is our this is our context window in context is essentially Like it's going to remember our conversation within this window.

00:33:23.000 --> 00:33:30.000

And so I always like to start a new context window when I'm doing something like this. And so what I'm going to do is I'm put in.

00:33:30.000 --> 00:33:34.000

First of all, we prime it, your expert special education teacher, help me write a list of short term objectives to meet the following goal.

00:33:34.000 --> 00:33:49.000

By the end of the current academic semester, students will solve 2 step equations in mathematics. He will be considered to have met the goal when he correctly solves at least 8 out of 10 two-step qu equations presented to him during math assessments.

00:33:49.000 --> 00:33:57.000

There are 16 weeks remaining in the current academic semester. Okay, so here we go. So if we read our IP goal.

00:33:57.000 --> 00:34:04.000

There's no student information. Other than we want to work backwards and if we can give this like we want to give more context when appropriate. This is a good place to start.

00:34:04.000 --> 00:34:08.000

So I'm going to do is I'm going to hit enter. And here we go. So we're gonna start looking at, setting these objectives.

00:34:08.000 --> 00:34:29.000

So here we go. That week one to 2 is the student will identify the operations involved in Tstep equations, solve simple one step equations to establish foundational skills and practice identifying key terms in 2 step equations like variables, constants, and coefficients.

00:34:29.000 --> 00:34:32.000

Then week 3 to 4. We're gonna see we're gonna introduce, solving 2 step equations with addition of subtraction and this is what we're going to do.

00:34:32.000 --> 00:34:42.000

And what you're going to notice is there's a little bit of a funny formatting thing where we've got like some numbering that's messed up as a total normal thing.

00:34:42.000 --> 00:34:47.000

And so we can, you know, at this stage, what I would suggest, I'm gonna say.

00:34:47.000 --> 00:35:00.000

Revise. Keeping the same content. But using bullets. Instead of numbers.

00:35:00.000 --> 00:35:04.000

And the reason I'm doing that is like that would take me a really long time to do that work.

00:35:04.000 --> 00:35:08.000

And so now I can see is it's removed the weeks, but we can at least see the list.

00:35:08.000 --> 00:35:15.000

So it makes it a little bit easier for me to cut and paste. This is where we can start to see like in this piece, so like I start to like work backwards.

00:35:15.000 --> 00:35:19.000

And so the ultimate goal, like we always think about that goal, working better backwards and then we've created something that is like stepped process.

00:35:19.000 --> 00:35:33.000

And so this is an opportunity to start thinking about this. And so now what I can do as well is like, you know, in this case, I think I feel pretty confident about weeks one to 2.

00:35:33.000 --> 00:35:45.000

And what I'm gonna say is, provide. A tip sheet for this. Or.

00:35:45.000 --> 00:35:51.000

The first 5 objectives. So what I can do now is now I can start to build more content.

00:35:51.000 --> 00:35:56.000

And this is where it gets really interesting. So I can start to say like mastering two-step a.

00:35:56.000 --> 00:36:18.000

Here's some things like understand operations start with one step equations, etc. And so here's where we can start to like work backwards again and start to fill out things that we wouldn't necessarily do, which I think is really the value of this is that what I'm doing now is that I might have stopped with that IP goal and then had to sit down and think, okay, what do I do and how do

00:36:18.000 --> 00:36:33.000

I support the student? But now what I'm doing is starting to extend my support for that's data and what I can do is I can use other tools or chat SWT to start building out some of this content and or just to get you know like have a modification of existing content that already have.

00:36:33.000 --> 00:36:48.000

So this is a really good example of like a very simple prompt that can help you organize and a lot of times what we could do is we can miss that organizing component where we just don't have enough time to really go through and start to build that step process.

00:36:48.000 --> 00:36:55.000

And you probably have a lot of these materials, but maybe not in the right order of operations for that students.

00:36:55.000 --> 00:37:08.000

So that's a really good opportunity. And what I would say is like, When we think about this, you know, starting to use this in a way that just gets you more confident that you're gonna be able to meet those students goals is in itself a gift, right?

00:37:08.000 --> 00:37:15.000

Like sometimes I know we feel this like major need to like support, you know, 6 different students with 6 different IPs at different levels.

00:37:15.000 --> 00:37:26.000

And so how are we going to do that? This is a way to start doing that and really the ultimate goal of our session today is like how do you start thinking about using these tools to help you with this process that can feel overwhelming at times.

00:37:26.000 --> 00:37:28.000

So the next thing is, we know that there's this real opportunity to streamline communication and productivity.

00:37:28.000 --> 00:37:40.000

And so you have a lot of communication that you have to do around the IP process. You've got to draft emails, you've got to summarize information.

00:37:40.000 --> 00:37:48.000

Sometimes you need to have translations. You need to develop your own workflow of like, I mean, I would say that, you know, this isn't much about project management in terms of this process is just about anything.

00:37:48.000 --> 00:38:06.000

So how can you actually use these tools to support your project? And we always want to just let our last reminder, I promise you, will keep going forward, but just always remember about thinking through the anonymization component and using pseudonyms whenever possible.

00:38:06.000 --> 00:38:12.000

So what we're gonna do is this is actually really, really fun because it's fine in the sense that Email is not fun.

00:38:12.000 --> 00:38:19.000

Email takes a lot of time. It takes like an enormous amount of cognitive load, we can often worry about the ways in which we respond and maybe that keeps us from actually responding.

00:38:19.000 --> 00:38:34.000

And the same way that students require timely feedback that is quality and targeted. Parents and caregivers also need that feedback.

00:38:34.000 --> 00:38:41.000

Or need that communication at that same level of timely and quality. Also, we can, whether it's working with your caregivers or just also like looking at, you know, other communication with providers.

00:38:41.000 --> 00:38:56.000

Like you often have to coordinate so much across this process. What's really cool about doing this work and drafting an email is that You can actually create templates that you can now use going forward.

00:38:56.000 --> 00:39:08.000

And so this is a really great way. You don't have to keep coming back to Chat GBT, but if you know at the beginning of the year that you're going to need a series of different templates to use for students like an end caregivers.

00:39:08.000 --> 00:39:19.000

What you can do is create those and then you have them and all they need to be done now is it's just a couple of updates and that's a really great put it in a file or even save it as a draft in your email and that way you just really can start to more quickly respond to these pieces.

00:39:19.000 --> 00:39:36.000

You can also if you ever have a question where you would love to have a reader say, okay, this seems professional or the tone is right, or I can understand what I'm what I am trying to say.

00:39:36.000 --> 00:39:43.000

Sometimes it can be hard because people don't have the time or you're writing that email late at night, you're gonna hit you know auto send at 8 a. M.

00:39:43.000 --> 00:39:45.000

In the morning. It's a really great way to get feedback as well. The last thing is you can think about starting to get translations.

00:39:45.000 --> 00:39:52.000

We always suggest if you're going to use something like this to translate, always have a native speaker review it before sending.

00:39:52.000 --> 00:40:00.000

But it's a lot easier to refuse something like this than to completely write it. So this is a really great opportunity.

00:40:00.000 --> 00:40:03.000

So I'm gonna do is I'm gonna place this back into the chat. And so here's our second, our second prompt for the day.

00:40:03.000 --> 00:40:14.000

And I'm going to go to chat, our buddy and I'm going to start a new context window.

00:40:14.000 --> 00:40:21.000

And here we go. So your experience, special education teacher, skilled in building positive relationships with the caregivers or students with learning disabilities.

00:40:21.000 --> 00:40:30.000

Draft an email to the parents of a student informing them that their presence is requested at an annual meeting and then they can choose a date. So we've included the dates.

00:40:30.000 --> 00:40:38.000

We love that level of detail. And then politely we're signaling politely emphasizing importance of their attendance and request an email to buy the in the week.

00:40:38.000 --> 00:40:43.000

And what I will say is that these tools are not very good at workout. We've talked about this.

00:40:43.000 --> 00:40:52.000

It's not amazing but like it can give you a pretty like it's a pretty accurate in terms of like length you can all say 3 paragraphs or something like that.

00:40:52.000 --> 00:40:59.000

So what I'm going to do is I'm going to integrate and now what we have is this invitation to piece. I love it. It already gives you a subject line.

00:40:59.000 --> 00:41:02.000

Do you know how long it takes me sometimes to come up with a subject line. It's just so crazy the things that take us time, especially when we're really busy.

00:41:02.000 --> 00:41:10.000

But here we go. We're really busy. But here we go. I hope this email finds you well as we're really busy.

00:41:10.000 --> 00:41:13.000

But here we go. I hope this email finds you well as we approached in the school year. It's time for our annual piece.

00:41:13.000 --> 00:41:21.000

Which will take place on these dates. Your presence and upon our valuable ensuring that this way is you're never using that students information.

00:41:21.000 --> 00:41:27.000

We'll talk about any adjustments needed to the current plan, set goals for the upcoming academic year.

00:41:27.000 --> 00:41:34.000

Let's please let me know which state works best for you would be great. And so this is, this is great.

00:41:34.000 --> 00:41:37.000

I would say like, I don't love the idea of your prompt response, but so I might remove that.

00:41:37.000 --> 00:41:46.000

I could give it some feedback on, you know, like, you know, be, revise.

00:41:46.000 --> 00:41:54.000

2. The. More friendly. But so professional.

00:41:54.000 --> 00:42:10.000

And include. Tips for preparing for this meeting. So what I've done is now, like I didn't love the tone, it maybe wasn't my style, so I can give it some examples in my style, but here I go.

00:42:10.000 --> 00:42:25.000

Your presence meeting is truly valuable. There we go. That's definitely more my vibe. Like I like to be really like friendly and approachable, but then I also like to give a little more details in this case when I ask it to like before you come in here's some things that you can do and maybe that's not for everyone.

00:42:25.000 --> 00:42:27.000

Maybe now you have 2 versions of this. You have versions for those you just want to get in the door so you want to make it feel as low cognitive as possible.

00:42:27.000 --> 00:42:41.000

Meaning like they just will come, it's going to feel meaningful, it's easy to understand, it's something that it's going to, you know, be really positive.

00:42:41.000 --> 00:42:46.000

But then for those parents that are kind of our caregivers that are really ready to have a deeper discussion.

00:42:46.000 --> 00:42:48.000

You can have this version that is going to have more, you know, like thought and they're gonna come in more prepared.

00:42:48.000 --> 00:42:58.000

And I think that this is that level of differentiation. Does it just have to be for students? It can be for caregivers.

00:42:58.000 --> 00:43:06.000

And so some of it's just about getting them in the door. It's some of that's like, I can absolutely do, like I can now like really go far, right?

00:43:06.000 --> 00:43:13.000

I can now get to a place. I am able to have them the most repaired and I think that this is just really really exciting because it's going to be something that is really great.

00:43:13.000 --> 00:43:25.000

And I'm seeing in the chat that you guys can't cut and I'm seeing in the chat that you guys can't cut and paste the chat but you guys can't cut and paste the prompts which I'm really sorry I think what happeneds which I'm really sorry I think what happened is for some reason, I'm really sorry.

00:43:25.000 --> 00:43:30.000

I think what happened is for some reason our chat today is a little bit strange and I'm apologies that you can't you can't actually do this.

00:43:30.000 --> 00:43:34.000

So that's something that I like, yeah. So yeah, we can do Jessica.

00:43:34.000 --> 00:43:40.000

Well, I'm one clear with the, the text as well, but, it did not work last one. You know what?

00:43:40.000 --> 00:43:58.000

We'll have a, we'll try to figure that out for next time. But we'll also, what we'll do is going forward, we'll get Amanda on my team to do a QR code so that you have these.

00:43:58.000 --> 00:44:06.000

But there we go, so there's communication. Another one that's really cool now is actually summarizing meeting notes.

00:44:06.000 --> 00:44:12.000

And so I know you can't you can't take this with us. I'm gonna put it in anyway just in case so at least you can look at we can screenshot it in the in your chat function but we will figure this out for next one.

00:44:12.000 --> 00:44:24.000

But, oh man, summarizing meeting notes. This is like really fascinating meeting notes. This is like really fascinating because like your system, but oh man, summarizing meeting notes.

00:44:24.000 --> 00:44:30.000

But oh man, summarizing meeting notes, this is like really fascinating because like your system might even be open to over time getting transcription services, this is like really fascinating because like your system might even be open to over time getting transcription services.

00:44:30.000 --> 00:44:33.000

But anything, you always have these meeting notes, like your system might even be open to over time getting transcription services. But anything, you always have these meeting notes.

00:44:33.000 --> 00:44:34.000

We, we have so many anecdotal notes that, transcription services. But anything, you always have these meeting notes.

00:44:34.000 --> 00:44:35.000

But anything, you always have these meeting notes. We always have these meeting notes. We always have these meeting notes.

00:44:35.000 --> 00:44:49.000

We, we have so many anecdotal notes. We have so many strong like, like observational notes that's sometimes go nowhere, right? Because they end up being very hard to analyze or collect or collate.

00:44:49.000 --> 00:44:53.000

And sometimes go nowhere, right? Because they end up being very hard to analyze or collect or collate. And sometimes we just don't have time.

00:44:53.000 --> 00:44:59.000

So one of the best things about Genera VI is ability to take a lot of what we call instructor data or observational data.

00:44:59.000 --> 00:45:05.000

And we're able to now summarize it. We can translate again. You can, get more information about what you're looking at.

00:45:05.000 --> 00:45:10.000

You can add, you is we looked at this last week. It's not available everywhere.

00:45:10.000 --> 00:45:16.000

I know, but it is have a, it does have a free version that allows you to upload a document.

00:45:16.000 --> 00:45:22.000

So what I'm going to do is I'm actually going to upload some meeting notes and thank you to, Ela for giving us this file.

00:45:22.000 --> 00:45:29.000

And so first I'm just gonna ask the I'm just gonna ask it to summarize the file just so we can see it together.

00:45:29.000 --> 00:45:38.000

So here's some meeting notes. And so we has held on to 20 to discuss next steps and the IP process of a fifth grade student.

00:45:38.000 --> 00:45:42.000

You can see that the student is working at a first grade reading level, circles spellings.

00:45:42.000 --> 00:45:50.000

So you can see that already now I have if somebody couldn't join this is a much shorter document than the meeting notes but I'm gonna do is now.

00:45:50.000 --> 00:45:56.000

I want this to act as a veteran special education teacher and draft a summary of the recent review.

00:45:56.000 --> 00:46:02.000

Clearly, like, it was actually on, it looks like, 1220 identified that actual stuff.

00:46:02.000 --> 00:46:12.000

He will take ownership of each actual item and next steps for the family based on this And so what I've done now is I've taken that simple summary, which also kind of just has value.

00:46:12.000 --> 00:46:20.000

Oops, I to touch it again. Let's try that again. We'll do that.

00:46:20.000 --> 00:46:27.000

Straight one time. And we're gonna do.

00:46:27.000 --> 00:46:30.000

Oh, it did already. Oh, sorry. This is my bad. So essentially it's already there.

00:46:30.000 --> 00:46:39.000

I don't need to do it again. So we're gonna we're gonna open a new context window so that I don't.

00:46:39.000 --> 00:46:46.000

I get a clear thing so that we can see it together. I want to make sure we get the full example.

00:46:46.000 --> 00:46:50.000

Oh, interesting. Yeah, there we go. And so it's looking on for more so that we have this some key actions that they can infer.

00:46:50.000 --> 00:47:02.000

Special education will include a multi sensory reading approach. Space pathologist will work on step by step directions.

00:47:02.000 --> 00:47:09.000

Reading specialists will provide the student multi-central reading approaches. And so some of it's actually really interesting because it says it doesn't have enough contact.

00:47:09.000 --> 00:47:18.000

So there's a possibility that maybe I actually start to. To curate my meeting notes slightly differently, but you can already see that starting to pull out some of this pieces and I can start to ask it questions as well.

00:47:18.000 --> 00:47:38.000

And so we have this opportunity though, I think, to like keep talking. So in this case, what I can do is I can even say like What is a good, format for Meeting notes going forward.

00:47:38.000 --> 00:47:58.000

Okay, and the most. Out of your functionality and what I can do now is like maybe if I'm really gonna partner with this is that you know I know I need to have some stuff, but here's some more like now we can actually have a little bit more we're actually put in in this case we would not want to put the attendees in roles because we would want to keep that anonymous.

00:47:58.000 --> 00:48:12.000

We know that's something that we want to do and remember this doesn't have any knowledge of these roles and so we have to use our expertise and creativity and knowledge but here this is where we can start to do these pieces and then that structure might be something I'm use moving forward.

00:48:12.000 --> 00:48:16.000

So the last one we're going to do before we go over to questions. And if you have any questions, please put them in the chat.

00:48:16.000 --> 00:48:28.000

But you're already doing, which is amazing is the last thing is we talked about you guys being project managers and project management is legit.

00:48:28.000 --> 00:48:46.000

It takes a lot of time. And how could you actually find some? So we actually started with a really different prompts we were doing the session where we were looking at just like thinking about you know how could I do 15 IPs and you know how could I do 15 IPs and you were looking at just thinking about how could I do 15 IPs and you know planning and we actually found that to be like not enough.

00:48:46.000 --> 00:48:56.000

Like it's such a bigger problem in question that you have in a sense of you know you have to really start to think through all the different components and there's some opportunities the same way this asked for a different components and there's some opportunities the same way this asked for a better format for my meeting notes, ask for a better format for my meeting notes, which will really leverage Genera AI.

00:48:56.000 --> 00:49:12.000

For my meeting notes, which will really leverage Genera AI. There are ways to look at efficiencies, how you could schedule, how you can structure your own workflow, how you can customize, how you could schedule, how you can structure your own workflow, how you can customize collaboration and streamline it, and then how do you create a communication plan.

00:49:12.000 --> 00:49:20.000

So I'm gonna do is I'm gonna get back to Chat, GBT, open our new context window, and I'm gonna pop this in.

00:49:20.000 --> 00:49:29.000

And this is pretty intense and this is actually gonna go on our website. We'll have this prompt up on the website so you guys can just cut and paste it going forward.

00:49:29.000 --> 00:49:38.000

But what I want to do is here's what I do. I have a whole bunch of tasks.

00:49:38.000 --> 00:49:46.000

And this is if you are a leader here or you're an egg tech professional and you're also thinking about ways in which you can increase your productivity.

00:49:46.000 --> 00:49:52.000

This is, a, W So maximize and complete all your tasks in the next 30 days, let's break it down.

00:49:52.000 --> 00:49:54.000

So what we want to do is here, it's suggesting that we dedicate 90 min of your planning preparation to outline the week's lesson plans.

00:49:54.000 --> 00:50:02.000

We think about using these sessions, clean and organized classroom, like do that daily. Prepare your materials.

00:50:02.000 --> 00:50:19.000

Contact like here we go. We start to go into this piece and prefer our 15. So now I can say like How would you like how?

00:50:19.000 --> 00:50:38.000

What should I prioritize? And that's in the first week. And so what I've done now is now I can start to go in and like I've already given this piece and so it's going to do is going to start identifying but we definitely need the weekly lesson plans and we want to make sure that the parents are here so we're gonna actually start to do this prioritization plan.

00:50:38.000 --> 00:50:45.000

And so I think this is where it gets really interesting and I would almost use this as like this is again the spot partner.

00:50:45.000 --> 00:51:02.000

This idea of like, okay, so this is gonna work and now you can start to see and maybe I actually use this to talk to my manager about hey like I have a lot to do and I'm starting to build these efficiencies but it might be worth like I might need some additional support or some additional time or do you have suggestions for how I could do this?

00:51:02.000 --> 00:51:07.000

Because we have this information, we start to look at and it still feels too much or it's like a lot going on.

00:51:07.000 --> 00:51:13.000

Here's some good evidence of like how I can, I advocate for myself and my students to get a little bit extra support.

00:51:13.000 --> 00:51:17.000

So all of these, all these prompts, are really great. And I just want to summarize this before I go.

00:51:17.000 --> 00:51:29.000

To our questions, there are a lot of different opportunities here. There's everything from developing those goals to support objectives, streamlining communication.

00:51:29.000 --> 00:51:32.000

I'm telling you, those email communications to have those off your plate and have it be thoughtful and intentional but also professional is something that's great.

00:51:32.000 --> 00:51:48.000

You can analyze the documents that you have that have no personal identifiable information, can do some translation, someone shared a great tool, a great resource in the chat, which will make sure to include in the meeting notes.

00:51:48.000 --> 00:51:58.000

You can find those efficiencies and then develop those workflows and schedules. And those are all really great opportunities.

00:51:58.000 --> 00:52:02.000

And I, I love those of you that I know have to go that have lunch. You guys head off.

00:52:02.000 --> 00:52:10.000

We have 8 min left though. So what I'm gonna do is I'm gonna I'm gonna come off share to sort of moment and then we're gonna we're gonna look at some of these questions that we have.

00:52:10.000 --> 00:52:16.000

And so this is really great. So I'm gonna let's look at what we have. Jessica, hi Jessica.

00:52:16.000 --> 00:52:27.000

Last week I had asked about bringing AI into my school. My IT department responded to me that none of the vendors will sign off on a vendor data privacy agreements as all AI say sites collect private information.

00:52:27.000 --> 00:52:33.000

How are other districts remaining clients with Ed Law too? Second? 2 days, sorry. I mean, this is a really interesting one.

00:52:33.000 --> 00:52:41.000

I think that there are in some cases if you are already using Google or Google Classroom. Or Microsoft Teams.

00:52:41.000 --> 00:52:51.000

You can, there are walled garden approaches in which those technologies are, wall guard in the sense that they're not trained on and that's what's happening.

00:52:51.000 --> 00:53:07.000

It is though they are still collecting data and so there are big questions about that. Some schools are starting to design their own systems or districts are starting to sign their own systems and there are new new technologies that are being built that take a different approach with student data.

00:53:07.000 --> 00:53:17.000

And so this is something that's really, we're so early, Jessica, like we are in this position where we're not, you know, quite to the point where these tools are fit for purpose yet.

00:53:17.000 --> 00:53:19.000

And so it's a thing where it's going to take a little bit of while for the technology to match the existing laws.

00:53:19.000 --> 00:53:47.000

And so it's something where we want to, we want to work on that and so then so Brian is also saying that magic schools signed off on DPA it'll be interesting to see, MET, up with when Magic School has the student versions but yeah like a tool it's built for schools is gonna have different knowledge of these sector and we'll most likely be able to meet your needs and or

00:53:47.000 --> 00:53:54.000

it's gonna be something that's gonna take a little bit of time to get to a place where we feel more confident that these tools are fit for purpose.

00:53:54.000 --> 00:53:59.000

So thank you for the question. So Cameron, we talked a lot about this, wall garden approaches.

00:53:59.000 --> 00:54:00.000

I've always a fan of wall garden approaches, meaning those approaches that are designed specifically for that context.

00:54:00.000 --> 00:54:12.000

And so that's really important. I think that it's it's there are some examples that are not that expensive to create.

00:54:12.000 --> 00:54:15.000

I think that we're going to start seeing though, I mean like there are lots of great tools.

00:54:15.000 --> 00:54:26.000

That are focused on the IP process that are being developed now or we're already developed and now are starting to apply generative AI.

00:54:26.000 --> 00:54:29.000

I think that we're going to start to see that more and more commonly and we're happy to share with our next session is really focus on students.

00:54:29.000 --> 00:54:34.000

But we're happy to share some opportunities as we keep going as we built this community where we can share some of those great tools as they are developed.

00:54:34.000 --> 00:54:45.000

So thanks, Cameron.

00:54:45.000 --> 00:54:56.000

Yeah, so this is really so, Lisa, that's a great question. Can you provide an example of family facing communication informing them with the use of AI during the IP creation process?

00:54:56.000 --> 00:55:03.000

So that's a really interesting question. What I would definitely say is there is a really like good opportunity to work with your IIP team to develop this.

00:55:03.000 --> 00:55:11.000

And we can look at, you know, potentially with Eli, creating something that could be used about how Genera I is supporting the IIP process.

00:55:11.000 --> 00:55:14.000

What we what we're really suggesting today is that it's not really part of the creation of the IP at this point, but really about the execution.

00:55:14.000 --> 00:55:43.000

And so that might be something that's a little bit more comfortable for people knowing that it's not being used and to analyze student data, to create the goals, but just after this the process is done and everyone agrees on the goals themselves and the IP itself, then it's a little bit easier to I think Get people more comfortable and we would be more comfortable with that as well.

00:55:43.000 --> 00:55:52.000

Okay. So, that's question an AI meeting tool to listen in on for in person meetings and auto generate notes.

00:55:52.000 --> 00:56:02.000

So this is really interesting. So you've got honor AI, Zoom AI companion, you've got things like fireflies that do record a whole bunch of information. Right?

00:56:02.000 --> 00:56:13.000

They pull in, you know, next steps, all the transcripts. I would just be incredibly clear on what Toy are using This is a lot of student privacy.

00:56:13.000 --> 00:56:21.000

Like, it's not just student PII, but just PII in general. So just I would be really super careful about this.

00:56:21.000 --> 00:56:27.000

I think that there will be opportunities where some of these tools will be developed for those kind of high sensitive conversations.

00:56:27.000 --> 00:56:40.000

But I would say, Deb, I would air on the side of definitely getting permission, but you know, if these tools are storing that data, training with that data, I would be super, super, super careful about using them for this process.

00:56:40.000 --> 00:56:42.000

It's just so much personally identified and sensitive information. Like I don't use it like we don't use it for any sensitive conversations that we have.

00:56:42.000 --> 00:56:59.000

Even internally. So I would even extend that. Right now to thinking about that in terms of your classroom or those meetings that you have.

00:56:59.000 --> 00:57:11.000

So I have one more question that will be able to have. So, Hala asked a question about, what, what would I do when I select the students?

00:57:11.000 --> 00:57:13.000

She's AI to write them a whole has say. Oh, man. Okay. So we, you know, this is something that's like a fascinating question.

00:57:13.000 --> 00:57:33.000

We always suggest building guidance like we have lots of like lots of resources on our site. I think that building genera by literacy and guidance was students is really important, especially the students that are getting these support through the IP process and are already using assistive technology.

00:57:33.000 --> 00:57:43.000

We just think that is so important to have the time and take the time to build guidance and then building AI literacy so students have a chance to actually know what's ethical and what's not ethical.

00:57:43.000 --> 00:57:50.000

So what I'm gonna do is I'm actually gonna pull back up my lovely colleague, Tria, to say goodbye.

00:57:50.000 --> 00:58:02.000

Also, if you want to continue learning with us, we have all these great tools, we have our prompt library, our free course in our newsletter, and then Ela has some amazing things as well, but do you wanna just do a couple of final words.

00:58:02.000 --> 00:58:05.000

Thank you so much. Thank you so much, Amanda. And thank you everyone for joining us today.

00:58:05.000 --> 00:58:17.000

This has been such a great session and thank you everyone who joined us either joining us right now or you're joining us in our recording which is available and we have our companion guide as well that you all can check out.

00:58:17.000 --> 00:58:22.000

If you're interested in more resources or additional resources, the educating all learners is a great resource.

00:58:22.000 --> 00:58:30.000

The educating all learners is a great resource. So we have a full website and all learners is a great resource.

00:58:30.000 --> 00:58:35.000

So we have a full website and resource library that touches a little bit on AI, but more so dives into additional special education resources or general education resources.

00:58:35.000 --> 00:58:48.000

All about supporting all learners. So we have our website educating all learners. Org. And so join us there and read more to about us.

00:58:48.000 --> 00:58:56.000

We also have our email address and our our 2 email addresses listed on the screen resources at educating all learners.

00:58:56.000 --> 00:59:02.000

Org. That you can feel free to email us and learn more about what we are so excited to have you all here today and I hope you learned just as much as I did.

00:59:02.000 --> 00:59:09.000

Thanks everybody.

00:59:09.000 --> 00:59:13.000

Thank you so much. And next time, which is really exciting, is we're going to the core of why we do what we do, which is thinking about students themselves.

00:59:13.000 --> 00:59:28.000

With disabilities and how we're supporting them. So we'll look at things like working with non-verbal students or look at things about encouraging students through kind of those those hard parts.

00:59:28.000 --> 00:59:32.000

So to speak with these types of technologies, it's our last series. I cannot believe we're already up to number 4.

00:59:32.000 --> 00:59:40.000

It's just so good to have everyone here, whether it's lunchtime when you're going back to the classroom or it's time for bed.

00:59:40.000 --> 00:59:49.000

We appreciate you all for being not only spectacular, educators in your own right but just being here with us and being such a strong community we hope you have a lovely lovely rest of your day.

00:59:49.000 --> 00:59:52.000

We'll see you next Tuesday. Thanks everybody.