GAPS Stories

Imagine yourself in a classroom in the 1980s. You just walked into the school and heard chatter in the hallways that your school just received some of the new Apple II computers. You've heard about these strange new devices, but thought it was just a myth. Within just a few years, these peculiar machines were making their way into schools across the country. Parents, teachers, and even students questioned whether computers would replace the invaluable role of a teacher. Could these devices diminish the critical thinking and creativity that defined human learning? While some worried about the potential negative impact, others were excited about this brand-new tool and the unprecedented access to information and interactive learning it promised.

Yet, as time progressed, computers proved to be powerful allies rather than replacements. They expanded learning opportunities, personalized instruction, and opened doors to information previously out of reach - all while teachers continued to guide, inspire, and challenge students in uniquely human ways. The fear of computers "taking over" the classroom never materialized. Instead, they became essential tools in the hands of skilled educators.

Now, Artificial Intelligence (AI) is following a similar path, promising to take away time spent on simple tasks to allow more focus on complex learning. But as AI works its way into our schools, familiar questions resurface: Is AI going to replace our teachers? Or will it, like computers before it, become another powerful tool in our educational toolkit?

In GAPS, we’re taking a thoughtful approach to integrating AI into our schools and classrooms, much like educators did with computers decades ago. We’ve partnered with MagicSchool AI, using their paid version, which includes a FERPA (Family Educational Rights and Privacy Act) contract. This ensures that as we embrace new technology, we’re also prioritizing the privacy and security of our students’ information.

But what does AI actually look like in our schools? For our teachers, MagicSchool AI is becoming a powerful ally in the classroom. They’re using it to create engaging lesson plans, develop differentiated instruction for diverse learning styles, and generate up-to-date worksheets efficiently. This doesn’t mean AI is taking over the job of teaching. Instead, it is freeing up time for our educators to do what they do best: inspire, guide, and connect with our students on a personal level. 

As we look ahead, we’re not just focused on how teachers can use AI. We’re also developing plans to train our students in the practical and responsible use of this technology. After all, AI is already a part of the world our students will enter. Whether in the workplace, higher education, or using it in daily life, their future jobs will likely involve some form of AI tools, and we want to prepare them to use these tools wisely, ethically, and responsibly. 

Just as the fear of computers replacing teachers never materialized, we don’t see AI as a replacement for the human element in education. Instead, we view it as another tool in our educational toolkit. As we continue to explore the potential of AI in our schools, we remain committed to open dialogue with our GAPS community. 

Staff across the District have received questions and inquiries from parents regarding the multi-grade classrooms that will be present in some schools this fall. While we have made a shift to multi-age classrooms in some buildings due to a slight decline in student enrollment numbers, we are confident that this model, which is commonly used in Oregon and in elementary schools across the nation, will serve our students extremely well. 

We understand this is a new approach in Albany, and parents may have questions or concerns about this classroom structure. The effects of multi-age classrooms have been studied extensively. John Hattie, a prominent researcher who authored Visible Learning and Visible Learning, the Sequel, conducted a research project on over 800 individual studies related to school systems, with part of that study focusing on multi-age classrooms. He concludes that students in these classrooms are qualitatively the same in student learning outcomes. The outcomes (i.e., reading or math) remain most dependent on the teacher's qualities and skills. What needs to be highlighted is that even in a single grade-level class, teachers work with a wide variety of students with academic levels that can range from one or more grade levels below to one or more grade levels above. That single teacher then needs to address the needs of all students across that range in ability. Having the ability to divide students into ability groups across a three-teacher team and providing either intervention or enrichment by teacher will narrow the academic range for each teacher and prove beneficial to both students and staff.

We have every confidence that GAPS teachers can do this work, and the District is working to make sure those teaching blends will have the support and clarity they need to be successful. Some examples of additional supports GAPS is providing for our teachers, and some of the great options students will have within this model are:

• Teachers from surrounding districts will present the instructional strategies and classroom structures they use in their multi-age classrooms.
• Teams of teachers are working together during the summer to align grade-level standards, ensuring that all students are being taught at their appropriate level.
• Teachers will be able to group students more effectively, providing both interventions and accelerated learning to meet students' needs readily. 
• Building principals are evaluating traditional grade-level experiences (e.g., field trips, water awareness) to ensure that all students have access to these valuable programs, just as they would in a single-grade-level classroom.
• By having teams of teachers in a building that utilizes a multi-age model, students will be able to maintain their friend groups and attend lunch and recess times with their friends from the previous year.

If you have further questions, please do not hesitate to contact your student's principal or Sue Luthra, the Director of Elementary Education. We hope you have a fantastic end to your summer and a great start to the 2025-26 school year.