District instructional coach outlines purposeful classroom tech use and limited AI pilots
April 12, 2025 | Grandview Heights Schools, School Districts, Ohio
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Grandview Heights's instructional coach outlined how the district uses technology to support instruction and described early, contained pilot uses of education-specific AI tools.
The presentation emphasized instructional purpose: technology is used primarily during independent practice so teachers can pull small groups and provide timely feedback. Devices in use include one-to-one Chromebooks, desktops where students need more processing power, tablets at STEM stations and some art-room hardware. Instructional models the district cited included a workshop model, the 5E model in science and Universal Design for Learning to provide multiple means of engagement, representation and expression.
Staff listed products the district supports: Zearn for math, Newsela for differentiated texts and writing feedback, Lexia for literacy in lower grades, and Book Creator for student portfolios. The instructional coach said many tools have online and offline components and highlighted adaptive features (for example, Zearn's brief instructional videos and built-in interventions; Lexia's individualized minutes and scaffolding).
On AI, presenters said the district has used Canva's image generator for a student project and is piloting education-focused offerings such as Newsela's writing feedback and School AI "spaces," which are designed for teacher-led, contained interactions and can be shared via the district's learning management system. The coach stressed School AI is intended as a protected, education-specific environment rather than an open web chat.
Board members asked about student access to YouTube and passive screen time. The district said it controls access through classroom-relay filters, embeds approved videos in Schoology and maintains a curated list of approved YouTube channels; teachers can approve or block sites for classroom use. The coach said the district aims to limit passive screen time and prioritize active, instructional use of technology.
The presentation closed with an emphasis on professional development and instructional coaching: teachers will receive ongoing support and coaching so tools are used to amplify instruction rather than replace teacher-led learning.
The presentation emphasized instructional purpose: technology is used primarily during independent practice so teachers can pull small groups and provide timely feedback. Devices in use include one-to-one Chromebooks, desktops where students need more processing power, tablets at STEM stations and some art-room hardware. Instructional models the district cited included a workshop model, the 5E model in science and Universal Design for Learning to provide multiple means of engagement, representation and expression.
Staff listed products the district supports: Zearn for math, Newsela for differentiated texts and writing feedback, Lexia for literacy in lower grades, and Book Creator for student portfolios. The instructional coach said many tools have online and offline components and highlighted adaptive features (for example, Zearn's brief instructional videos and built-in interventions; Lexia's individualized minutes and scaffolding).
On AI, presenters said the district has used Canva's image generator for a student project and is piloting education-focused offerings such as Newsela's writing feedback and School AI "spaces," which are designed for teacher-led, contained interactions and can be shared via the district's learning management system. The coach stressed School AI is intended as a protected, education-specific environment rather than an open web chat.
Board members asked about student access to YouTube and passive screen time. The district said it controls access through classroom-relay filters, embeds approved videos in Schoology and maintains a curated list of approved YouTube channels; teachers can approve or block sites for classroom use. The coach said the district aims to limit passive screen time and prioritize active, instructional use of technology.
The presentation closed with an emphasis on professional development and instructional coaching: teachers will receive ongoing support and coaching so tools are used to amplify instruction rather than replace teacher-led learning.
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