This companion resource to Bridging Urgent to Future offers concrete, role-specific recommendations for SEA leaders, LEA leaders, funders, and researchers to take coordinated action on AI in education. Using the Hop, Skip, Leapfrog framework, it outlines practical steps that address today’s challenges while building toward long-term instructional transformation.
This brief helps local education agency (LEA) leaders take their first steps toward thoughtful AI integration in K-12 education. Framed around foundational questions and actionable steps using the Hop, Skip, Leapfrog model, it supports systems in aligning AI use with core learning goals, equity, and student-centered instructional change.
This brief highlights the critical role state education agencies can play in supporting foundational AI integration across districts. It provides specific questions and vetted tools to help SEAs assess local needs, identify gaps, and coordinate meaningful support.
This handbook, created by Denver Public Schools, combines best practices and stakeholder feedback to provide their district community guidance around the responsible and ethical use of AI.
District-created AI overview guidance document.
School leaders have a strong opportunity to help address challenges related to equity, access, and validity within assessment systems for virtual learners. This resource, a brief designed specifically for virtual schools and based off of our larger white paper, Assessing Learning Anytime, Anywhere: Virtual Learning as a Launchpad Into the Future, provides insights and recommendations for school leaders to take this work forward.
State leaders are uniquely positioned to help address challenges related to equity, access, and validity within assessment systems for virtual learners. This resource, a brief designed specifically for state leaders and based off of our larger white paper, Assessing Learning Anytime, Anywhere: Virtual Learning as a Launchpad Into the Future, provides insights and recommendations for state leaders to take this work forward.
This paper, created in collaboration between the Digital Learning Collaborative and The Learning Accelerator (TLA), outlines how we can reimagine assessment to gain meaningful, actionable insights regardless of where, when, or how students learn. In addressing some urgent challenges – illustrated by virtual schools’ existing issues with state assessments – there is a unique opportunity to build systems that better serve students, schools, and states to ensure every learner has a personalized pathway to success.
An accessible, Google Docs version of this paper is also available for viewing.
Explore briefs designed specifically for school leaders and state leaders with tailored insights and recommendations:
This resource shares the Digital Learning and Computer Science (DLCS) frameworks developed by the Massachusetts Department of Elementary and Secondary Education.
Uxbridge Public Schools developed this worksheet to help them determine the extent to which their district was teaching Massachusetts Digital Learning and Computer Science (DLCS) Standards in grade 3-5 classrooms.
