0:00:03.510,0:00:04.563
- Thanks, Jennifer.

0:00:06.613,0:00:10.350
All right, so it is exactly four o'clock,

0:00:10.350,0:00:11.670
so I will go ahead

0:00:11.670,0:00:15.060
and get us started to make[br]sure we start on time.

0:00:15.060,0:00:17.100
Good afternoon, everyone.

0:00:17.100,0:00:20.250
Thank you so much for joining us today.

0:00:20.250,0:00:22.140
My name is Frances Barreto.

0:00:22.140,0:00:24.870
I am one of the district success managers

0:00:24.870,0:00:28.650
that support our amazing[br]partners in Arizona.

0:00:28.650,0:00:33.060
And you do have a dedicated[br]team here to support you

0:00:33.060,0:00:34.770
as you see on the screen.

0:00:34.770,0:00:36.480
That includes Chelsea Hatchard,

0:00:36.480,0:00:38.940
who's our district partnership manager,

0:00:38.940,0:00:42.930
Sheryl Dossola supports as[br]the rostering specialist.

0:00:42.930,0:00:44.370
We have Victoria Cheng,

0:00:44.370,0:00:47.430
who is another district success manager,

0:00:47.430,0:00:50.280
and then Jennifer[br]Cummings and India Quarles

0:00:50.280,0:00:54.150
are your professional[br]learning specialists.

0:00:54.150,0:00:57.510
We are especially excited[br]to have Sarah Robertson

0:00:57.510,0:01:01.470
from the Khan Academy Writing[br]Coach team with us today,

0:01:01.470,0:01:03.210
and she's gonna be sharing

0:01:03.210,0:01:06.720
how you can help your[br]students become more confident

0:01:06.720,0:01:11.720
and skilled writers using[br]Khanmigo's Writing Coach tool.

0:01:11.880,0:01:13.440
This is the first

0:01:13.440,0:01:16.260
out of several professional[br]learning opportunities

0:01:16.260,0:01:20.610
that you're going to be able[br]to participate in the spring,

0:01:20.610,0:01:22.470
so keep an eye out for an email

0:01:22.470,0:01:26.250
that should be coming your way March 11th

0:01:26.250,0:01:28.350
with the registration links

0:01:28.350,0:01:31.440
for our Arizona Spring Learning series.

0:01:31.440,0:01:33.330
And remember that if you register,

0:01:33.330,0:01:35.340
you'll automatically[br]receive the recording,

0:01:35.340,0:01:37.983
even if you can't attend live.

0:01:39.570,0:01:42.000
Please feel free to drop any questions

0:01:42.000,0:01:45.450
or thoughts in the chat[br]throughout the session.

0:01:45.450,0:01:50.450
Jennifer and I will be[br]actively in the chat

0:01:51.330,0:01:54.210
and we'll also be sending[br]the recording your way

0:01:54.210,0:01:56.490
after this session as well.

0:01:56.490,0:01:57.630
So without further ado,

0:01:57.630,0:02:00.450
I'm gonna go ahead and[br]pass it on to Sarah.

0:02:00.450,0:02:01.957
- Thank you, Frances.[br]- [Frances] You're welcome.

0:02:01.957,0:02:06.483
- I'm gonna share my presentation now.

0:02:08.820,0:02:11.970
All right, hopefully you can all see

0:02:11.970,0:02:14.223
where it says Meet Khanmigo Writing Coach.

0:02:15.420,0:02:16.470
Yes, okay, awesome.

0:02:16.470,0:02:18.240
I'm gonna try and have[br]the chat open as well

0:02:18.240,0:02:20.640
so I can keep an eye on[br]what you all are saying.

0:02:21.870,0:02:23.130
Welcome, everyone.

0:02:23.130,0:02:25.290
I'm really excited to be here.

0:02:25.290,0:02:27.780
A little bit about myself.

0:02:27.780,0:02:29.340
My name is Sarah Robertson.

0:02:29.340,0:02:32.670
I am a principal product[br]manager here at Khan Academy,

0:02:32.670,0:02:35.340
focusing on literacy experiences

0:02:35.340,0:02:37.740
and classroom tools to support ELA

0:02:37.740,0:02:39.780
and humanities teachers specifically.

0:02:39.780,0:02:43.290
And some background of[br]sort of where I came from.

0:02:43.290,0:02:46.440
I was a middle school[br]ELA teacher in Boston.

0:02:46.440,0:02:48.990
That's a picture of me when[br]I had a lot less gray hair

0:02:48.990,0:02:50.013
than I have now.

0:02:51.240,0:02:53.670
And when I was a teacher,[br]I taught seventh grade.

0:02:53.670,0:02:56.940
Many of my students were[br]significantly below grade level.

0:02:56.940,0:02:59.970
I taught a variety of humanities classes

0:02:59.970,0:03:01.230
during my time in the classroom,

0:03:01.230,0:03:02.700
but the hardest of all the classes

0:03:02.700,0:03:04.740
that I taught was writing.

0:03:04.740,0:03:06.933
I think as a writing teacher,

0:03:07.890,0:03:10.680
I assigned 25 different essays

0:03:10.680,0:03:13.560
throughout the course of[br]one single school year.

0:03:13.560,0:03:15.780
And like most middle and[br]high school teachers,

0:03:15.780,0:03:17.550
I had about 100 students,

0:03:17.550,0:03:18.750
maybe more than that,

0:03:18.750,0:03:21.990
so that's about 2,500[br]distinct essay drafts

0:03:21.990,0:03:24.540
for me to guide students[br]through producing,

0:03:24.540,0:03:28.470
provide timely, detailed,[br]personalized feedback on,

0:03:28.470,0:03:31.050
evaluate against a rubric.

0:03:31.050,0:03:34.030
I worked easily about 12 hours a day

0:03:35.040,0:03:36.270
and nearly every weekend,

0:03:36.270,0:03:38.790
and even still, it always[br]felt like I could never get

0:03:38.790,0:03:40.170
to all the students in the class

0:03:40.170,0:03:41.730
who were asking for my help.

0:03:41.730,0:03:43.320
I could never keep a close enough eye

0:03:43.320,0:03:45.270
on the students who I knew needed my help,

0:03:45.270,0:03:46.650
but weren't asking for it.

0:03:46.650,0:03:48.780
I could never deliver[br]personalized feedback

0:03:48.780,0:03:49.920
to students quickly enough,

0:03:49.920,0:03:51.990
even if I tried really hard.

0:03:51.990,0:03:55.500
I never really knew about[br]what my students needed

0:03:55.500,0:03:56.640
at any given moment

0:03:56.640,0:03:58.980
or how to better support them.

0:03:58.980,0:04:00.990
And the burnout from this year

0:04:00.990,0:04:04.530
of teaching writing[br]specifically was so real.

0:04:04.530,0:04:07.230
And keep in mind this was before COVID,

0:04:07.230,0:04:09.300
before learning loss,

0:04:09.300,0:04:12.090
and before generative AI,

0:04:12.090,0:04:14.157
so I have a lot of empathy for many of you

0:04:14.157,0:04:16.560
who are currently in the classroom.

0:04:16.560,0:04:21.180
So today I am excited to share with you

0:04:21.180,0:04:22.500
the solution that we built

0:04:22.500,0:04:25.710
in response to these very[br]real classroom challenges.

0:04:25.710,0:04:28.590
So we'll talk a bit about[br]why we built Writing Coach

0:04:28.590,0:04:30.720
and our intentions behind its design,

0:04:30.720,0:04:33.630
and then I'm gonna dig[br]into how to actually use it

0:04:33.630,0:04:36.960
and show you how to find it[br]and how to assign things.

0:04:36.960,0:04:39.390
I'll show you what the[br]student experience is like

0:04:39.390,0:04:40.350
and what the teacher

0:04:40.350,0:04:42.840
and administrator[br]reports are like as well.

0:04:42.840,0:04:45.750
And then I will send you[br]off and hopefully you can go

0:04:45.750,0:04:47.580
and use it and explore it yourselves.

0:04:47.580,0:04:49.020
And then I'll actually give you my email

0:04:49.020,0:04:51.263
so you can send me the[br]feedback that you have.

0:04:52.140,0:04:55.860
All right, so I had asked[br]if we could make this

0:04:55.860,0:04:57.690
a meeting-type webinar

0:04:57.690,0:05:00.420
so you all could be a[br]little bit more interactive.

0:05:00.420,0:05:01.560
So now we have the chat.

0:05:01.560,0:05:03.810
Thank you, Aviv, for setting that up.

0:05:03.810,0:05:04.740
I would love for you all

0:05:04.740,0:05:06.900
to answer this question in the chat.

0:05:06.900,0:05:08.820
I'm wondering if you could just name,

0:05:08.820,0:05:11.610
what are some things that[br]you know students need

0:05:11.610,0:05:14.913
in order to reach grade-level[br]proficiency in writing?

0:05:16.020,0:05:16.890
Take a minute and think

0:05:16.890,0:05:18.873
and put your thoughts into the chat.

0:05:30.390,0:05:32.700
Kim says, "Vocabulary, sentence fluency,

0:05:32.700,0:05:34.830
punctuation, practice

0:05:34.830,0:05:37.530
help with sentence structure,[br]grammar, punctuation."

0:05:37.530,0:05:38.463
Absolutely.

0:05:40.260,0:05:42.750
Format of the writing, yes.

0:05:42.750,0:05:45.420
Practice and timely feedback, yes.

0:05:45.420,0:05:50.420
I'm seeing a lot of practice,[br]feedback, direct instruction.

0:05:50.580,0:05:52.350
Out of curiosity, does anybody know

0:05:52.350,0:05:55.590
how much time the National[br]Commission on Writing recommends

0:05:55.590,0:05:58.980
that middle and high school[br]students should spend

0:05:58.980,0:06:00.870
on writing practice?

0:06:00.870,0:06:02.133
Let's say each day.

0:06:03.600,0:06:05.130
How many minutes per[br]day do they recommend?

0:06:05.130,0:06:06.430
Guess, put it in the chat.

0:06:08.340,0:06:09.543
30 minutes.

0:06:10.530,0:06:11.363
60 minutes.

0:06:11.363,0:06:12.393
30 minutes.

0:06:14.040,0:06:16.170
All right, you guys are well informed.

0:06:16.170,0:06:17.763
It's 60 minutes per day.

0:06:19.470,0:06:20.340
I taught writing,

0:06:20.340,0:06:22.470
so in my classroom,

0:06:22.470,0:06:23.910
kids were writing a lot of the time

0:06:23.910,0:06:27.330
when they weren't watching me model things

0:06:27.330,0:06:29.250
or teaching things,

0:06:29.250,0:06:30.840
but in many schools,

0:06:30.840,0:06:32.940
there isn't a separate writing class

0:06:32.940,0:06:36.810
and most students are not[br]actually getting the 60 minutes

0:06:36.810,0:06:38.760
of writing practice per day,

0:06:38.760,0:06:41.280
as I'm sure you all are well aware.

0:06:41.280,0:06:44.580
Other things that I saw[br]mentioned that students need,

0:06:44.580,0:06:46.080
they need the direct instruction

0:06:46.080,0:06:49.470
specifically in things like[br]the rhetorical situation,

0:06:49.470,0:06:51.720
audience, purpose, tone, rhetoric,

0:06:51.720,0:06:54.330
text structure, sentence[br]structure, grammar,

0:06:54.330,0:06:56.370
the writing process,[br]how we begin to write,

0:06:56.370,0:06:59.130
how we think about writing,[br]how to conduct research,

0:06:59.130,0:07:01.890
how to incorporate evidence,[br]how to cite evidence.

0:07:01.890,0:07:05.340
They also need things like[br]exposure to mentor texts,

0:07:05.340,0:07:08.310
they need modeling, they need[br]vocabulary-building practice,

0:07:08.310,0:07:09.807
they need feedback

0:07:09.807,0:07:12.690
and that feedback has to[br]be specific and actionable

0:07:12.690,0:07:15.750
and it also has to be[br]delivered not three weeks

0:07:15.750,0:07:18.090
from when they wrote the essay.

0:07:18.090,0:07:20.940
And then of course, reading[br]practice and comprehension

0:07:20.940,0:07:21.773
is part of that too.

0:07:21.773,0:07:24.690
And they also just need to feel motivated,

0:07:24.690,0:07:26.373
that's a really big piece.

0:07:28.080,0:07:30.660
Again, looking for you[br]all to go to the chat,

0:07:30.660,0:07:32.130
what are some of the things

0:07:32.130,0:07:36.000
that make teaching writing[br]especially challenging?

0:07:36.000,0:07:38.193
Go ahead and put your[br]thoughts in the chat.

0:07:41.070,0:07:43.080
Time, yes, for sure.

0:07:43.080,0:07:43.913
Yep.

0:07:46.230,0:07:47.103
Never enough.

0:07:48.390,0:07:49.440
Differentiation.

0:07:49.440,0:07:50.313
Yes, Robert.

0:07:51.690,0:07:54.870
The feedback piece is,[br]yes, really challenging.

0:07:54.870,0:07:56.700
Motivation, yep, yep.

0:07:56.700,0:07:58.980
Definitely time for[br]providing that feedback,

0:07:58.980,0:08:01.030
especially if you have a lot of students.

0:08:02.640,0:08:03.993
Grade-level reading, yep.

0:08:04.980,0:08:06.273
Exactly, agree.

0:08:07.230,0:08:09.270
Texting all the time.

0:08:09.270,0:08:11.553
Yeah, productive struggle,[br]that's a big one.

0:08:12.813,0:08:16.050
And I think the motivation[br]piece plays into that too.

0:08:16.050,0:08:20.730
So I spend a lot of my time talking to

0:08:20.730,0:08:23.040
and learning from ELA teachers,

0:08:23.040,0:08:25.140
and writing is consistently[br]one of the hardest parts

0:08:25.140,0:08:27.333
of the job as I experienced firsthand.

0:08:28.350,0:08:30.540
These are some quotes from interviews

0:08:30.540,0:08:32.700
that we've done with ELA teachers

0:08:32.700,0:08:35.280
and I also happen to grab some screenshots

0:08:35.280,0:08:37.110
from a few of the recent comments

0:08:37.110,0:08:40.323
in various ELA teacher Facebook[br]groups that I'm still in.

0:08:41.520,0:08:44.400
So yeah, kids are not[br]writing on grade level

0:08:44.400,0:08:46.563
and it's really no wonder why.

0:08:47.430,0:08:49.170
A big piece of this, as you all mentioned,

0:08:49.170,0:08:53.130
is timely, specific, actional[br]feedback is so critical,

0:08:53.130,0:08:56.220
but with one teacher to 100-plus students,

0:08:56.220,0:08:59.763
it's nearly impossible and[br]teachers are really overwhelmed.

0:09:00.930,0:09:03.060
Also, since I've been in the classroom,

0:09:03.060,0:09:06.363
which is now, I think,[br]approaching 10 years ago,

0:09:07.320,0:09:09.300
it's gotten a lot harder.

0:09:09.300,0:09:11.640
My husband is a writing professor,

0:09:11.640,0:09:13.680
he teaches college freshmen,

0:09:13.680,0:09:15.600
so I hear from his perspective a lot

0:09:15.600,0:09:19.680
about how student AI use has[br]affected writing instruction

0:09:19.680,0:09:21.720
and practice in his classroom.

0:09:21.720,0:09:25.080
I also hear this from many of[br]the teachers that I speak to

0:09:25.080,0:09:25.950
through Khan Academy

0:09:25.950,0:09:27.540
and I expect that some[br]of you might have had

0:09:27.540,0:09:29.790
some personal experience[br]dealing with this too.

0:09:29.790,0:09:32.883
And there are various things out there.

0:09:34.200,0:09:35.167
Somebody here mentions,

0:09:35.167,0:09:37.590
"I've seen several AI[br]checkers online recently.

0:09:37.590,0:09:39.330
How accurate are those?"

0:09:39.330,0:09:40.260
They're not,

0:09:40.260,0:09:43.020
they're not accurate, unfortunately.

0:09:43.020,0:09:44.040
We all wish that there was

0:09:44.040,0:09:47.370
like one beautiful magical[br]solution to this problem,

0:09:47.370,0:09:49.020
but it has been really challenging

0:09:49.020,0:09:51.867
for teachers to be able to spot students

0:09:51.867,0:09:54.180
who are using this technology.

0:09:54.180,0:09:56.640
And it can be, as I'm sure you know,

0:09:56.640,0:09:58.350
very difficult to challenge a student

0:09:58.350,0:10:01.980
who you think has produced[br]something with ChatGPT,

0:10:01.980,0:10:04.233
but you don't have the evidence for that.

0:10:05.940,0:10:08.130
Okay, for this one,

0:10:08.130,0:10:11.433
I wanted to touch upon[br]another prescient question.

0:10:12.300,0:10:15.480
About a year ago I led a workshop[br]with high school students

0:10:15.480,0:10:17.310
on AI and writing

0:10:17.310,0:10:19.200
and one of the students said to me,

0:10:19.200,0:10:21.600
and this was like a very precocious,

0:10:21.600,0:10:23.610
I don't know, 14-year-old girl,

0:10:23.610,0:10:25.320
she said, "I just don't see the point

0:10:25.320,0:10:27.000
in learning to write anymore,

0:10:27.000,0:10:28.110
AI can do it for me.

0:10:28.110,0:10:30.090
Why do I need to learn to do this thing

0:10:30.090,0:10:32.340
that AI can just do for me?"

0:10:32.340,0:10:34.110
And I want you to take a minute

0:10:34.110,0:10:35.460
and you can answer in the chat,

0:10:35.460,0:10:36.660
or if you feel so inclined,

0:10:36.660,0:10:40.110
you can come off mute[br]and just say it out loud,

0:10:40.110,0:10:41.700
do you agree or disagree?

0:10:41.700,0:10:43.830
Do you think that it's still important?

0:10:43.830,0:10:45.540
I feel like this is[br]probably a biased group,

0:10:45.540,0:10:48.930
but do you think it's important[br]to still learn to write,

0:10:48.930,0:10:51.060
for students to still[br]learn to write, and why?

0:10:51.060,0:10:53.250
What would you say to that student?

0:10:53.250,0:10:54.630
So yes, I'm gonna pause here,

0:10:54.630,0:10:55.860
and if you have something to say,

0:10:55.860,0:10:58.733
feel free to come off mute and[br]just say or put it in chat.

0:11:01.110,0:11:04.083
- Hi Sarah, this is Johna Wallace.

0:11:05.820,0:11:07.500
I'm gonna say this out loud,

0:11:07.500,0:11:11.610
I think that students do[br]need to learn how to write.

0:11:11.610,0:11:15.120
My son works in finance

0:11:15.120,0:11:20.120
and he has to be able to[br]communicate to other people

0:11:20.850,0:11:23.160
what he has done with his clients,

0:11:23.160,0:11:25.920
and if he cannot write coherently,

0:11:25.920,0:11:28.200
that communication is not there.

0:11:28.200,0:11:29.490
Also with the writing,

0:11:29.490,0:11:32.460
it helps clarify students' thinking

0:11:32.460,0:11:35.640
and their ability to[br]communicate with one another,

0:11:35.640,0:11:37.773
so they need to know how to do that.

0:11:39.420,0:11:40.253
- 100%.

0:11:40.253,0:11:41.373
You said it so perfectly.

0:11:42.390,0:11:43.260
Everything you said.

0:11:43.260,0:11:44.580
Writing is thinking,

0:11:44.580,0:11:46.320
writing is communicating.

0:11:46.320,0:11:48.690
Without knowing how to write,

0:11:48.690,0:11:50.850
we can't actually sometimes process

0:11:50.850,0:11:53.130
what we even think about something.

0:11:53.130,0:11:55.830
We don't have that critical muscle,

0:11:55.830,0:11:57.210
we're not building that critical muscle

0:11:57.210,0:12:00.090
of processing information and[br]working through information

0:12:00.090,0:12:01.530
and communicating it in ways

0:12:01.530,0:12:04.950
that reflect our own personal experiences

0:12:04.950,0:12:06.123
and our own beliefs.

0:12:06.990,0:12:11.040
I came across this Joan[br]Didion quote a while ago

0:12:11.040,0:12:14.400
and it sort of gave me exactly

0:12:14.400,0:12:16.230
what I think I was trying to convey

0:12:16.230,0:12:19.740
when I was presented with[br]these kinds of opinions

0:12:19.740,0:12:21.030
from various people,

0:12:21.030,0:12:22.230
specifically students who were like,

0:12:22.230,0:12:24.030
why do I need to do this anymore?

0:12:24.030,0:12:25.087
And Joan Didion says,

0:12:25.087,0:12:28.590
"I write entirely to find[br]out what I'm thinking,

0:12:28.590,0:12:30.033
what I'm looking at,

0:12:31.050,0:12:33.330
what I see and what it means."

0:12:33.330,0:12:35.490
And I get chills when[br]I say that every time

0:12:35.490,0:12:37.950
because as somebody who,

0:12:37.950,0:12:40.590
I consider myself a writer[br]and a writing teacher

0:12:40.590,0:12:42.510
and somebody who supports[br]writing teachers now,

0:12:42.510,0:12:47.070
and writing is so much more[br]than the written content, right?

0:12:47.070,0:12:47.910
It's not,

0:12:47.910,0:12:50.460
the process of writing means something

0:12:50.460,0:12:51.630
and it's important

0:12:51.630,0:12:53.940
and it has real human value.

0:12:53.940,0:12:55.680
And I think as teachers,

0:12:55.680,0:12:58.650
it's our jobs not just to[br]teach students how to write,

0:12:58.650,0:13:00.180
but to teach them about

0:13:00.180,0:13:03.603
why they still should be[br]learning to write, right?

0:13:05.970,0:13:09.360
There's also a robust body[br]of evidence that shows

0:13:09.360,0:13:10.530
that there are real cognitive

0:13:10.530,0:13:12.480
and psychological benefits from writing.

0:13:12.480,0:13:15.360
It helps students,[br]again, process emotions,

0:13:15.360,0:13:16.320
process their thinking,

0:13:16.320,0:13:17.460
figure out what they feel,

0:13:17.460,0:13:18.870
figure out what they believe.

0:13:18.870,0:13:22.890
It's a really wonderful tool

0:13:22.890,0:13:25.593
that we all have in our[br]toolbox as human beings.

0:13:27.150,0:13:28.620
So I agree,

0:13:28.620,0:13:31.860
I don't think that large[br]language models or AI

0:13:31.860,0:13:34.560
is a reason that we should[br]not teach writing anymore.

0:13:34.560,0:13:36.810
I don't think anybody[br]would be surprised by that.

0:13:36.810,0:13:40.110
And if anything, I actually[br]think it's more important now

0:13:40.110,0:13:41.523
than it has ever been,

0:13:42.480,0:13:45.270
but it is still very critical

0:13:45.270,0:13:48.540
to educate students about[br]AI and large language models

0:13:48.540,0:13:51.180
and to use it ethically and[br]responsibly in the classroom.

0:13:51.180,0:13:54.030
And we could do an entire webinar

0:13:54.030,0:13:57.240
specifically on this topic of effective

0:13:57.240,0:13:59.010
and ethical AI use in classrooms alone,

0:13:59.010,0:14:03.030
but I sort of jotted down a[br]list of some of the things

0:14:03.030,0:14:06.363
to consider when we are[br]incorporating AI in the classroom.

0:14:08.460,0:14:09.960
The first thing is,

0:14:09.960,0:14:13.560
is the use of this AI actually[br]helping students learn

0:14:13.560,0:14:16.200
or are we using it as a shortcut?

0:14:16.200,0:14:19.020
Will students become reliant on the AI?

0:14:19.020,0:14:21.930
And if it's being used as[br]some sort of scaffolding,

0:14:21.930,0:14:25.950
how can we gradually remove[br]that scaffolding over time?

0:14:25.950,0:14:27.660
Do students understand

0:14:27.660,0:14:31.230
how the content from the AI[br]is actually being generated?

0:14:31.230,0:14:32.523
Where it comes from,

0:14:33.360,0:14:36.420
when to trust it, when[br]definitely not to trust it,

0:14:36.420,0:14:39.240
when to say something about the fact

0:14:39.240,0:14:41.460
that they might have used it in some way.

0:14:41.460,0:14:43.620
And are they using AI in ways

0:14:43.620,0:14:47.190
that allow them to focus[br]more of their efforts

0:14:47.190,0:14:49.110
on higher-order thinking skills

0:14:49.110,0:14:52.053
and also on the human[br]element of writing too?

0:14:53.670,0:14:58.140
There are many opinions on these topics,

0:14:58.140,0:15:03.140
but I do believe that there are many ways

0:15:03.810,0:15:08.810
in which even if we use AI[br]for things like brainstorming,

0:15:09.030,0:15:10.620
I think it depends on the situation,

0:15:10.620,0:15:12.810
but in some ways some might argue

0:15:12.810,0:15:14.400
that that's actually taking away

0:15:14.400,0:15:17.610
some of the really[br]important thinking skills

0:15:17.610,0:15:19.140
that students do when they brainstorm.

0:15:19.140,0:15:21.720
It doesn't hurt maybe to have somebody

0:15:21.720,0:15:26.160
to bounce ideas off of[br]or to jumpstart things,

0:15:26.160,0:15:29.760
but worlds in which AI[br]generates a first draft

0:15:29.760,0:15:32.160
or AI generates a list of ideas,

0:15:32.160,0:15:34.920
we should just be thinking[br]about what is the AI doing

0:15:34.920,0:15:37.170
that a student previously[br]could have been doing,

0:15:37.170,0:15:41.043
and are we taking something[br]away of value to that student?

0:15:42.390,0:15:43.830
Okay.

0:15:43.830,0:15:45.690
So with all of that in mind,

0:15:45.690,0:15:49.590
let's learn about how and[br]why we made Writing Coach

0:15:49.590,0:15:51.840
and then I'm going to[br]show you how to use it.

0:15:53.310,0:15:56.580
Khan Academy is a well-known company.

0:15:56.580,0:16:01.170
It is not necessarily as[br]well-known for writing and reading

0:16:01.170,0:16:04.200
and ELA or humanities as it is for STEM,

0:16:04.200,0:16:06.330
but our mission has always been

0:16:06.330,0:16:08.520
to provide a free world-class education

0:16:08.520,0:16:10.470
to anyone and anywhere,

0:16:10.470,0:16:12.450
and we've always wanted to provide

0:16:12.450,0:16:15.180
that same level of[br]support in the humanities.

0:16:15.180,0:16:18.540
So when large language models[br]became broadly available

0:16:18.540,0:16:20.280
in late 2022,

0:16:20.280,0:16:22.710
we immediately began exploring ways

0:16:22.710,0:16:24.300
that we could leverage the technology

0:16:24.300,0:16:26.100
to achieve that mission.

0:16:26.100,0:16:29.340
And it's probably no[br]surprise that we found LLMs

0:16:29.340,0:16:32.910
to be especially helpful in[br]the writing space specifically.

0:16:32.910,0:16:35.310
So like all great products,

0:16:35.310,0:16:38.100
Writing Coach was also designed

0:16:38.100,0:16:41.580
as a solution to some very real problems.

0:16:41.580,0:16:44.580
So what we know about writing

0:16:44.580,0:16:46.770
is that, of course, students are expected

0:16:46.770,0:16:48.960
to meet grade-level standards.

0:16:48.960,0:16:52.440
They need to be writing[br]60 minutes per day.

0:16:52.440,0:16:53.430
They need support,

0:16:53.430,0:16:56.550
not just at the end of the writing process

0:16:56.550,0:16:58.590
when they've produced a[br]draft and they need feedback,

0:16:58.590,0:17:01.020
but they actually need[br]help getting started,

0:17:01.020,0:17:03.360
they need help outlining,[br]they need help drafting,

0:17:03.360,0:17:04.460
and they need to learn

0:17:05.370,0:17:08.190
how to do those different[br]parts of the process.

0:17:08.190,0:17:09.780
And then, of course, as we all mentioned,

0:17:09.780,0:17:12.090
they need specific, actionable,

0:17:12.090,0:17:16.923
personalized, timely[br]feedback in order to improve.

0:17:18.060,0:17:23.060
But in reality, only about a[br]quarter of secondary students

0:17:23.430,0:17:25.470
meet grade-level writing standards.

0:17:25.470,0:17:28.680
The vast majority of students[br]are not clocking even close

0:17:28.680,0:17:31.950
to their recommended[br]hour of practice a day.

0:17:31.950,0:17:34.260
Most teachers have way more students

0:17:34.260,0:17:38.160
than they can give personalized[br]writing process support to.

0:17:38.160,0:17:41.130
And I mention this math set all the time.

0:17:41.130,0:17:43.530
If the average teacher has 100 students

0:17:43.530,0:17:48.120
and limits herself to 10[br]minutes of feedback per essay,

0:17:48.120,0:17:49.470
which is something I would do,

0:17:49.470,0:17:52.770
I would set my timer 10 minutes per essay,

0:17:52.770,0:17:57.570
that's 17 hours for one[br]draft of one assignment

0:17:57.570,0:18:00.630
for me to give feedback to every kid,

0:18:00.630,0:18:02.640
17 hours for one assignment.

0:18:02.640,0:18:05.580
And if kids are writing an hour a day,

0:18:05.580,0:18:07.110
I just don't,

0:18:07.110,0:18:08.400
the math isn't mathing,

0:18:08.400,0:18:10.230
as the kids say these days,

0:18:10.230,0:18:12.450
it's just not really possible.

0:18:12.450,0:18:16.500
So in 2023, we started[br]working on a solution

0:18:16.500,0:18:19.620
and then last fall we[br]launched Writing Coach

0:18:19.620,0:18:21.573
to our school and district partners.

0:18:22.860,0:18:25.260
And when I talk about Writing Coach,

0:18:25.260,0:18:28.410
I think oftentimes[br]people hear AI, writing,

0:18:28.410,0:18:30.000
and they sort of have[br]a picture in their head

0:18:30.000,0:18:30.930
of what this is.

0:18:30.930,0:18:34.740
So I like to kind of explain what it is

0:18:34.740,0:18:36.250
against what it's not

0:18:37.620,0:18:39.990
and how it's different from[br]some of the other things

0:18:39.990,0:18:41.970
that people might be familiar with.

0:18:41.970,0:18:44.460
So you might be familiar with tools,

0:18:44.460,0:18:46.260
for example, like Grammarly.

0:18:46.260,0:18:47.093
I use Grammarly,

0:18:47.093,0:18:47.926
Grammarly is great.

0:18:47.926,0:18:51.210
Grammarly gives AI-generated[br]feedback to students,

0:18:51.210,0:18:53.070
but it typically provides more sentence

0:18:53.070,0:18:54.600
or phrase-level suggestions

0:18:54.600,0:18:57.270
and allows them to click a[br]button and accept the suggestion

0:18:57.270,0:18:59.590
without really having to figure out

0:19:00.630,0:19:02.760
how to change it themselves.

0:19:02.760,0:19:04.980
You might be familiar with other tools

0:19:04.980,0:19:08.250
who can kind of generate feedback quickly

0:19:08.250,0:19:12.990
for the teacher using AI[br]or even for the students.

0:19:12.990,0:19:15.240
Some of these things[br]are paid, some are free,

0:19:15.240,0:19:18.690
but usually the feedback[br]is rather limited,

0:19:18.690,0:19:20.130
there's not that much feedback,

0:19:20.130,0:19:22.440
or the teacher gets the feedback,

0:19:22.440,0:19:25.200
but then has to figure out[br]how to get it to the student.

0:19:25.200,0:19:28.590
And to this day, I haven't[br]really found anybody else

0:19:28.590,0:19:32.340
who guides students through[br]the actual writing process

0:19:32.340,0:19:35.610
stage by stage in the way that we do.

0:19:35.610,0:19:37.830
And if you're familiar with ChatGPT,

0:19:37.830,0:19:40.140
which I'm assuming all of you are,

0:19:40.140,0:19:41.970
it's obviously always more than happy

0:19:41.970,0:19:43.890
to just rewrite a student's essay for them

0:19:43.890,0:19:45.870
or produce it from scratch.

0:19:45.870,0:19:47.640
And there's positive use cases

0:19:47.640,0:19:50.130
for all of these different kinds of tools,

0:19:50.130,0:19:52.020
but the primary purpose behind them

0:19:52.020,0:19:57.020
is usually either to save time[br]or to produce better writing,

0:19:58.560,0:20:00.930
not to produce better writers.

0:20:00.930,0:20:03.270
And that is really how[br]Writing Coach is different.

0:20:03.270,0:20:06.960
The intention behind Writing[br]Coach is to help teachers

0:20:06.960,0:20:11.160
create better writers and[br]not just better writing.

0:20:11.160,0:20:14.220
So it is an instructional tool

0:20:14.220,0:20:16.500
with the primary purpose[br]of student learning

0:20:16.500,0:20:18.750
and teacher transparency.

0:20:18.750,0:20:20.550
It's a tool designed to guide students

0:20:20.550,0:20:22.410
through the full essay-writing process

0:20:22.410,0:20:24.000
while preventing cheating.

0:20:24.000,0:20:25.590
It's a way for teachers to give students

0:20:25.590,0:20:29.010
more writing practice[br]and real-time support.

0:20:29.010,0:20:31.560
And we have data dashboards for teachers

0:20:31.560,0:20:34.740
that have at-a-glance[br]and in-depth insights

0:20:34.740,0:20:36.570
into their students' writing processes.

0:20:36.570,0:20:39.570
So it's not just a digital[br]essay-writing platform,

0:20:39.570,0:20:42.960
it's not something that grades[br]or evaluate student writing,

0:20:42.960,0:20:44.610
it gives feedback, it doesn't score,

0:20:44.610,0:20:45.930
and that's really on purpose

0:20:45.930,0:20:48.180
because I could talk about[br]this for a long time,

0:20:48.180,0:20:50.310
but I think if we're telling students

0:20:50.310,0:20:52.050
that their voices matter,

0:20:52.050,0:20:54.480
we should have a human[br]reading what they have to say

0:20:54.480,0:20:55.313
at some point.

0:20:56.400,0:20:58.260
It's not a student productivity tool,

0:20:58.260,0:20:59.940
it's not a feedback generator,

0:20:59.940,0:21:01.680
and it's not a tool that provides

0:21:01.680,0:21:04.260
easy-to-accept suggestions

0:21:04.260,0:21:06.660
for improving things like[br]grammar and mechanics.

0:21:08.070,0:21:09.660
So just really quick,

0:21:09.660,0:21:14.100
we launched Writing Coach now[br]about six months ago or so

0:21:14.100,0:21:16.050
and the feedback that we've gotten

0:21:16.050,0:21:18.090
has been very, very positive

0:21:18.090,0:21:20.760
from the teachers and the[br]students who have used it so far.

0:21:20.760,0:21:24.030
We had one teacher talk[br]about how the feedback

0:21:24.030,0:21:28.170
that Khanmigo generated[br]was very, very close

0:21:28.170,0:21:30.780
to what they would have written themselves

0:21:30.780,0:21:31.790
on student writing.

0:21:31.790,0:21:35.310
In some cases it was more[br]detailed or more specific.

0:21:35.310,0:21:38.610
Another teacher said that they used this

0:21:38.610,0:21:41.370
for an IB essay prep course

0:21:41.370,0:21:44.370
and they had seen this[br]make the biggest difference

0:21:44.370,0:21:46.710
in helping students with that essay

0:21:46.710,0:21:49.290
than any any tool they've ever used.

0:21:49.290,0:21:53.190
We had one teacher in a district[br]who used this consistently

0:21:53.190,0:21:56.400
and her class had every[br]single student pass

0:21:56.400,0:21:57.900
that state writing assessment.

0:21:58.800,0:22:00.533
And so we were really[br]excited about what this is

0:22:00.533,0:22:01.440
and how it works.

0:22:01.440,0:22:04.233
So let's just dive into[br]what it looks like.

0:22:05.910,0:22:09.720
Okay, so the first step[br]in using Writing Coach

0:22:09.720,0:22:11.430
is to create a Writing Coach assignment,

0:22:11.430,0:22:14.820
and a Writing Coach assignment[br]is an essay assignment.

0:22:14.820,0:22:19.820
To begin, you should start by[br]logging in to Khan Academy.

0:22:19.950,0:22:21.570
So you can access Writing Coach

0:22:21.570,0:22:22.830
directly through Khan Academy.

0:22:22.830,0:22:26.460
As you can see here in the top[br]of every Khan Academy screen,

0:22:26.460,0:22:28.830
you see a Khanmigo drop-down

0:22:28.830,0:22:31.530
and you can click on Writing[br]Coach and get there that way.

0:22:31.530,0:22:34.140
And if you're logged in[br]to a Khan Academy account,

0:22:34.140,0:22:35.880
you'll be logged in to[br]a Writing Coach account,

0:22:35.880,0:22:37.620
Writing Coach is part of Khan Academy,

0:22:37.620,0:22:41.140
but you can also just go[br]to khanmigo.ai/writingcoach

0:22:42.030,0:22:45.690
and that will also take you[br]directly to Writing Coach.

0:22:45.690,0:22:48.420
Once you are in Writing[br]Coach as a teacher,

0:22:48.420,0:22:51.390
you will see three tabs on the left,

0:22:51.390,0:22:52.710
one says Assignments,

0:22:52.710,0:22:54.120
one says My Essays,

0:22:54.120,0:22:56.310
and one says About Writing Coach.

0:22:56.310,0:22:58.230
Assignments, self-explanatory,

0:22:58.230,0:23:00.720
that is where you create[br]assignments for students.

0:23:00.720,0:23:04.020
The My Essays space is kind[br]of like a playground for you

0:23:04.020,0:23:08.130
to play around with sample[br]essays that we've created.

0:23:08.130,0:23:11.280
You can test out or demo essays

0:23:11.280,0:23:12.870
that you might have[br]assigned to your students

0:23:12.870,0:23:15.390
so that you can model

0:23:15.390,0:23:17.910
how to use it for the[br]first time with them.

0:23:17.910,0:23:20.250
But to access your assignments[br]and create assignments,

0:23:20.250,0:23:23.280
you would do that from[br]your Assignments tab.

0:23:23.280,0:23:24.450
And you just should be looking

0:23:24.450,0:23:25.920
for this Create Assignment button

0:23:25.920,0:23:27.470
in the top right of the screen.

0:23:30.180,0:23:34.080
So a Writing Coach essay[br]assignment starts with a prompt

0:23:34.080,0:23:37.740
and it should be a prompt[br]that you are providing.

0:23:37.740,0:23:39.990
The essay instructions, I[br]can't emphasize this enough,

0:23:39.990,0:23:41.880
are the most important part.

0:23:41.880,0:23:44.100
The more details you include,

0:23:44.100,0:23:48.728
the more of a stickler[br]Khanmigo will be when, they,

0:23:48.728,0:23:53.700
Khanmigo is guiding students[br]through the writing process.

0:23:53.700,0:23:57.690
So if you say things like,

0:23:57.690,0:23:59.460
make sure in your instructions,

0:23:59.460,0:24:02.370
make sure you include three[br]pieces of textual evidence,

0:24:02.370,0:24:04.680
Khanmigo will take that information

0:24:04.680,0:24:07.530
and check that the student[br]has that amount of evidence

0:24:07.530,0:24:09.570
whenever it's giving feedback.

0:24:09.570,0:24:13.140
If you say you need to[br]use MLA in-text citations

0:24:13.140,0:24:15.030
or APA in-text citations,

0:24:15.030,0:24:18.840
Khanmigo will check to make[br]sure that students did that.

0:24:18.840,0:24:21.120
If you say that they need to have

0:24:21.120,0:24:23.760
a concession/rebuttal paragraph

0:24:23.760,0:24:24.870
in their argumentative essay,

0:24:24.870,0:24:27.090
again, Khanmigo will have that context

0:24:27.090,0:24:30.210
and then make sure students[br]are meeting those requirements.

0:24:30.210,0:24:33.090
Also, if you are doing an essay

0:24:33.090,0:24:35.880
that is in order to prep[br]students for the ACT

0:24:35.880,0:24:39.090
or another test, an AP test or something,

0:24:39.090,0:24:42.060
you can say in the[br]instruction specifically,

0:24:42.060,0:24:43.680
this is an AP practice test

0:24:43.680,0:24:46.350
or this is an ACT practice essay,

0:24:46.350,0:24:48.900
and that also helps Khanmigo understand,

0:24:48.900,0:24:53.340
okay, now I have all of the[br]information in the world

0:24:53.340,0:24:54.960
about what makes a great ACT essay

0:24:54.960,0:24:58.257
and I know what an exemplary[br]ACT essay looks like

0:24:58.257,0:24:59.850
and I know what the rubric looks like.

0:24:59.850,0:25:02.610
Just telling Khanmigo[br]this is an ACT essay,

0:25:02.610,0:25:05.100
Khanmigo will take that context

0:25:05.100,0:25:07.683
and tailor its interactions accordingly.

0:25:08.640,0:25:10.020
One thing I do wanna point out,

0:25:10.020,0:25:13.320
'cause this is a common[br]source of confusion,

0:25:13.320,0:25:16.350
the grade level drop-down here,

0:25:16.350,0:25:20.820
you can select any grade level you want.

0:25:20.820,0:25:22.560
Right now we have fifth/sixth,

0:25:22.560,0:25:24.180
which is kind of like a beta level

0:25:24.180,0:25:26.400
because it will still be[br]a little bit advanced.

0:25:26.400,0:25:29.133
And then we have the seventh[br]all the way through 12th.

0:25:30.180,0:25:32.670
We use this to get Khanmigo

0:25:32.670,0:25:34.890
to tailor the language that it's using

0:25:34.890,0:25:35.910
when it's chatting with students,

0:25:35.910,0:25:38.520
but also to tailor the[br]feedback that it gives.

0:25:38.520,0:25:41.193
So if you select fifth/sixth,

0:25:42.030,0:25:47.030
it might give less feedback[br]or less harsh feedback

0:25:47.130,0:25:50.283
than if you select 12th[br]grade for the same essay.

0:25:51.150,0:25:53.040
And that's, again, in order to make sure

0:25:53.040,0:25:56.130
that Khanmigo is leveling[br]itself appropriately.

0:25:56.130,0:25:58.950
Students will not see the[br]grade level that you select.

0:25:58.950,0:26:01.890
So if you teach 11th graders

0:26:01.890,0:26:03.900
and it's the beginning of the year

0:26:03.900,0:26:05.850
and you're kind of building things up,

0:26:05.850,0:26:08.190
you can select seventh[br]grade as their level

0:26:08.190,0:26:09.780
if you really want the feedback

0:26:09.780,0:26:14.760
to be a little bit more just broken down

0:26:14.760,0:26:16.170
or to kind of build them up

0:26:16.170,0:26:19.470
to the higher grade levels of[br]feedback throughout the year.

0:26:19.470,0:26:21.570
So that's a scaffolding[br]tool that I like to mention

0:26:21.570,0:26:23.520
because it's not always clear.

0:26:23.520,0:26:24.930
Students won't see the grade level,

0:26:24.930,0:26:26.520
so they're not gonna feel demoralized

0:26:26.520,0:26:28.380
if you choose a level that's below

0:26:28.380,0:26:29.880
the level they're actually in.

0:26:33.630,0:26:35.370
Another thing I like to tell people.

0:26:35.370,0:26:38.580
So when you are designing[br]your essay instructions,

0:26:38.580,0:26:40.143
again, for the assignment,

0:26:41.730,0:26:46.730
things that you can use are[br]details from the actual rubrics

0:26:46.890,0:26:49.200
that you will be using[br]or that are relevant.

0:26:49.200,0:26:51.660
So for example, if[br]you're preparing students

0:26:51.660,0:26:54.930
for the Arizona six through[br]eight argumentative essay,

0:26:54.930,0:26:55.950
you're assigning something,

0:26:55.950,0:27:00.120
you can use former released[br]essay prompts, for example.

0:27:00.120,0:27:03.450
One thing you can do in your[br]essay instructions is to say,

0:27:03.450,0:27:06.090
this is a writing practice test

0:27:06.090,0:27:09.120
for the ASA seventh grade essay.

0:27:09.120,0:27:11.910
Students will be evaluated on purpose,

0:27:11.910,0:27:13.230
focus and organization,

0:27:13.230,0:27:15.150
evidence and elaboration, conventions.

0:27:15.150,0:27:19.560
And you can even say things[br]from that score four,

0:27:19.560,0:27:21.390
so you can literally copy and paste.

0:27:21.390,0:27:25.920
The response should have a[br]strongly maintained claim

0:27:25.920,0:27:27.153
with little or no,

0:27:28.380,0:27:29.520
wait, yeah,

0:27:29.520,0:27:30.810
loosely related material.

0:27:30.810,0:27:32.760
So you're pulling the exact information

0:27:32.760,0:27:33.840
from that score four.

0:27:33.840,0:27:36.840
So that means that when[br]Khanmigo is helping the student

0:27:36.840,0:27:38.640
through the essay writing,

0:27:38.640,0:27:40.860
drafting and revising and all of that,

0:27:40.860,0:27:44.340
it will have that in mind that[br]those are the expectations

0:27:44.340,0:27:45.840
that will make this a great essay.

0:27:45.840,0:27:48.720
So if you wanna get more[br]information in there,

0:27:48.720,0:27:50.940
that's usually always very helpful

0:27:50.940,0:27:54.750
to make sure that Khanmigo[br]is preparing students

0:27:54.750,0:27:56.970
for the essay.

0:27:56.970,0:27:59.550
No, you cannot upload the rubric yet,

0:27:59.550,0:28:01.890
that is something that[br]we are hoping to do,

0:28:01.890,0:28:05.880
but instead you can copy and paste details

0:28:05.880,0:28:07.110
from this part of the rubric.

0:28:07.110,0:28:09.390
Again, you really only need to tell it

0:28:09.390,0:28:12.183
this is what you would[br]need to do to get a four.

0:28:13.200,0:28:14.460
You don't need to provide the rest of it

0:28:14.460,0:28:17.130
because, again, this[br]isn't an evaluative tool,

0:28:17.130,0:28:18.330
it's not gonna score students,

0:28:18.330,0:28:19.773
so it's really about giving them feedback

0:28:19.773,0:28:22.503
that will help them get[br]the highest score possible.

0:28:24.450,0:28:27.090
And then for ACT, I think I remember,

0:28:27.090,0:28:28.260
am I remembering correctly

0:28:28.260,0:28:30.393
that high schools in Arizona use the ACT?

0:28:31.230,0:28:32.850
Okay.

0:28:32.850,0:28:34.860
You don't have to do that level of detail,

0:28:34.860,0:28:37.800
you can just say this[br]is an ACT practice essay

0:28:37.800,0:28:40.530
because Khanmigo knows ACT practice essay

0:28:40.530,0:28:44.040
and knows what a great ACT[br]practice essay looks like,

0:28:44.040,0:28:45.810
it knows what will get[br]you the highest score,

0:28:45.810,0:28:47.820
and it will make sure that[br]it's giving you feedback

0:28:47.820,0:28:49.260
and tailoring directions

0:28:49.260,0:28:51.933
according to those expectations for ACT.

0:28:54.870,0:28:57.153
So once you have created your assignment,

0:28:58.500,0:29:01.560
I think the only other details[br]we ask for are due date

0:29:01.560,0:29:03.840
and then you can create a[br]class if you haven't yet

0:29:03.840,0:29:07.140
or assign it to a class you[br]already have on Khan Academy.

0:29:07.140,0:29:09.000
Your students can access it

0:29:09.000,0:29:11.970
from their Khan Academy main dashboard

0:29:11.970,0:29:15.120
or they can go directly to[br]Writing Coach themselves.

0:29:15.120,0:29:16.500
You'll also, when you[br]create your assignment,

0:29:16.500,0:29:19.080
you'll see a link that[br]you can share with them,

0:29:19.080,0:29:21.060
you can put it in Google[br]Classroom or Canvas

0:29:21.060,0:29:21.893
or whatever you use,

0:29:21.893,0:29:24.510
and they can go straight[br]to the assignment.

0:29:24.510,0:29:27.270
Students can also go to[br]khanmigo.ai/writingcoach

0:29:27.270,0:29:30.540
and log in to their Khan[br]Academy account from there.

0:29:30.540,0:29:32.250
But they should be able[br]to access their assignment

0:29:32.250,0:29:34.870
directly in Writing Coach[br]or from Khan Academy

0:29:35.790,0:29:37.800
or from the link that you share.

0:29:37.800,0:29:41.520
So let's walk through what[br]this looks like for students.

0:29:41.520,0:29:42.780
On the left here,

0:29:42.780,0:29:44.910
students will see the assignment details

0:29:44.910,0:29:48.180
that you provided in the[br]essay instructions field

0:29:48.180,0:29:50.400
when you were creating the assignment.

0:29:50.400,0:29:54.150
And so they'll see the title of the essay,

0:29:54.150,0:29:56.610
they will see the type of[br]essay that you selected,

0:29:56.610,0:29:59.700
and right now we support[br]argumentative, persuasive,

0:29:59.700,0:30:02.703
expository, explanatory,[br]and literary analysis.

0:30:03.540,0:30:07.710
And then we also will be adding soon

0:30:07.710,0:30:11.160
AP Language and Composition and SAT.

0:30:11.160,0:30:12.780
We don't have an ACT one yet,

0:30:12.780,0:30:15.510
but again, you can just choose[br]persuasive, argumentative,

0:30:15.510,0:30:16.740
or anything relevant,

0:30:16.740,0:30:20.520
and then you can specifically[br]say it's an ACT essay

0:30:20.520,0:30:21.520
in the instructions.

0:30:22.440,0:30:24.060
And then students see the essay prompt

0:30:24.060,0:30:26.040
and instructions that you provided

0:30:26.040,0:30:28.530
and then they have Khanmigo on the side.

0:30:28.530,0:30:29.880
So for understanding,

0:30:29.880,0:30:32.310
it's really just about[br]breaking down the prompt,

0:30:32.310,0:30:34.500
making sure the student[br]understands the requirements,

0:30:34.500,0:30:36.090
making sure they can ask questions

0:30:36.090,0:30:38.580
about anything that they don't[br]get that you put in there.

0:30:38.580,0:30:40.890
So they can do things like ask Khanmigo

0:30:40.890,0:30:44.040
to define specific terms[br]or break things down,

0:30:44.040,0:30:47.220
or even if you provided[br]a lot of information,

0:30:47.220,0:30:48.870
it can kind of help[br]them search through that

0:30:48.870,0:30:50.940
to kind of find specific[br]answers to their questions.

0:30:50.940,0:30:52.860
And they can come back[br]to this at any point.

0:30:52.860,0:30:54.540
So if at any point they're like,

0:30:54.540,0:30:55.560
what were those directions again,

0:30:55.560,0:30:58.920
they can come back to[br]this and ask questions,

0:30:58.920,0:31:01.290
but they can also access[br]these instructions

0:31:01.290,0:31:03.963
throughout the whole rest[br]of the writing process.

0:31:07.890,0:31:08.723
Okay.

0:31:09.750,0:31:12.990
When students are ready to get started,

0:31:12.990,0:31:15.690
and some additional information

0:31:15.690,0:31:17.460
that I don't think I mentioned earlier

0:31:17.460,0:31:19.920
is that if in cases[br]where the essay requires

0:31:19.920,0:31:21.210
that students do readings

0:31:21.210,0:31:23.100
or they have like the source packet

0:31:23.100,0:31:24.480
or they have a text

0:31:24.480,0:31:27.720
that they are supposed to[br]be gathering evidence from,

0:31:27.720,0:31:30.330
that is something that[br]they can either do that

0:31:30.330,0:31:33.030
before they start their[br]Writing Coach assignment

0:31:33.030,0:31:36.930
or they can do it between[br]understanding and outlining.

0:31:36.930,0:31:38.490
Outlining works best,

0:31:38.490,0:31:39.960
I mean, it can actually help them

0:31:39.960,0:31:42.480
with making sure they're[br]selecting relevant evidence,

0:31:42.480,0:31:44.910
but it works best if they've[br]already read the text

0:31:44.910,0:31:45.743
or they've already looked at the text

0:31:45.743,0:31:47.640
and they're familiar with the topic.

0:31:47.640,0:31:49.080
And during the understanding phase,

0:31:49.080,0:31:51.063
Khanmigo will kind of[br]nudge them to figure out,

0:31:51.063,0:31:53.010
have you read the text yet?

0:31:53.010,0:31:54.090
Do you need to go back?

0:31:54.090,0:31:56.340
And it will kind of give them[br]advice for what to do next

0:31:56.340,0:31:57.843
before they start outlining.

0:31:58.860,0:32:01.080
But when students are[br]ready to get started,

0:32:01.080,0:32:04.233
this is the basic outline template,

0:32:05.460,0:32:07.530
probably looks relatively familiar.

0:32:07.530,0:32:11.490
It starts out as a basic[br]kind of five-paragraph essay,

0:32:11.490,0:32:12.870
but we made it flexible

0:32:12.870,0:32:15.000
so that students can remove paragraphs,

0:32:15.000,0:32:17.160
they can add additional paragraphs,

0:32:17.160,0:32:20.010
they can do things like[br]add additional evidence

0:32:20.010,0:32:21.000
or reasoning,

0:32:21.000,0:32:23.640
they can add or remove the source fields,

0:32:23.640,0:32:27.840
they can add,

0:32:27.840,0:32:29.580
I think we have, yeah,[br]reasoning explanation,

0:32:29.580,0:32:31.590
I might have mentioned that,

0:32:31.590,0:32:33.930
and move paragraphs around.

0:32:33.930,0:32:36.450
So we tried to design it[br]so that it would support

0:32:36.450,0:32:38.910
many different kinds of academic essays.

0:32:38.910,0:32:42.330
Even if you have a one-paragraph essay,

0:32:42.330,0:32:44.280
an extended open response,

0:32:44.280,0:32:45.690
it will work that way as well

0:32:45.690,0:32:48.090
as long as you're clear[br]in the essay instructions

0:32:48.090,0:32:50.853
about the format of what[br]you want students to do.

0:32:52.350,0:32:55.110
For each of the outline templates,

0:32:55.110,0:32:59.943
we also provide some pretty[br]simple exemplar sentences

0:33:01.170,0:33:02.580
for each of the fields.

0:33:02.580,0:33:06.270
So if you chose persuasive[br]or argumentative,

0:33:06.270,0:33:09.300
we will have an example thesis

0:33:09.300,0:33:12.930
related to from like a[br]persuasive or argumentative essay

0:33:12.930,0:33:14.190
of a completely different topic.

0:33:14.190,0:33:15.630
They're all Khan Academy-related,

0:33:15.630,0:33:18.750
so I don't think we have any[br]risk of picking the same topic

0:33:18.750,0:33:21.150
as you would choose for your students.

0:33:21.150,0:33:23.730
But then Khanmigo, again, is on the side

0:33:23.730,0:33:26.990
and Khanmigo can help[br]students get started.

0:33:26.990,0:33:29.040
If the student gets started and is stuck,

0:33:29.040,0:33:30.600
it's there to help them with that,

0:33:30.600,0:33:32.250
Khanmigo can see their outline,

0:33:32.250,0:33:33.390
it can check the outline

0:33:33.390,0:33:35.610
against the assignment instructions,

0:33:35.610,0:33:37.860
again, that the teacher has provided.

0:33:37.860,0:33:39.690
So if the student doesn't[br]know what to do next,

0:33:39.690,0:33:41.130
Khanmigo will offer some suggestions,

0:33:41.130,0:33:44.040
but Khanmigo will never ever provide

0:33:44.040,0:33:45.150
something for the student

0:33:45.150,0:33:46.980
to actually put into their outline.

0:33:46.980,0:33:48.870
So Khanmigo is not gonna[br]give them evidence,

0:33:48.870,0:33:51.810
it's not going to write a[br]thesis statement for them,

0:33:51.810,0:33:55.410
it's not going to provide[br]examples or main points

0:33:55.410,0:33:56.430
or any of that,

0:33:56.430,0:33:57.900
it will look at what the student has

0:33:57.900,0:34:00.480
and it will give the[br]student advice and tips

0:34:00.480,0:34:03.960
and guidance for how[br]they can make progress

0:34:03.960,0:34:05.860
and what they're supposed to be doing.

0:34:07.770,0:34:10.710
It can also,

0:34:10.710,0:34:11.543
oh yes,

0:34:11.543,0:34:14.580
when the student is finished outlining,

0:34:14.580,0:34:17.070
one of the other kind of[br]interesting things about this

0:34:17.070,0:34:18.990
is you might have some students

0:34:18.990,0:34:20.910
who just don't really[br]wanna talk to Khanmigo

0:34:20.910,0:34:24.000
or they don't really feel like chatting

0:34:24.000,0:34:26.310
or they don't really know how to chat.

0:34:26.310,0:34:28.560
Even if you never talk to Khanmigo,

0:34:28.560,0:34:32.310
when the student moves[br]from outlining to drafting,

0:34:32.310,0:34:34.140
we check it anyway.

0:34:34.140,0:34:37.740
So we have Khanmigo,[br]again, look at the outline

0:34:37.740,0:34:39.810
and look at the assignment instructions,

0:34:39.810,0:34:40.860
and at this step,

0:34:40.860,0:34:44.730
we're really just checking[br]for pretty high-level basic,

0:34:44.730,0:34:46.740
not like, is this a well crafted essay?

0:34:46.740,0:34:48.600
It's like, does it have[br]a thesis statement?

0:34:48.600,0:34:50.760
And is the thesis[br]statement actually related

0:34:50.760,0:34:52.593
to what the essay prompt is asking?

0:34:53.460,0:34:55.500
Does the student have enough evidence

0:34:55.500,0:34:57.600
according to what the teacher asked for?

0:34:57.600,0:35:02.340
Does it have main points[br]that actually support

0:35:02.340,0:35:04.740
or could reasonably support the thesis?

0:35:04.740,0:35:06.120
I sometimes had seventh graders

0:35:06.120,0:35:10.620
who would start with a thesis[br]on one side of an argument,

0:35:10.620,0:35:12.420
and then halfway through,[br]they'd switch sides

0:35:12.420,0:35:14.430
and wouldn't even realize[br]that they did that.

0:35:14.430,0:35:16.500
So that's one of the[br]things that we check for.

0:35:16.500,0:35:19.500
And again, if you ask for[br]something like a counterargument

0:35:19.500,0:35:20.640
in your instructions,

0:35:20.640,0:35:21.930
we'll check for that here.

0:35:21.930,0:35:23.910
And if the student has not met

0:35:23.910,0:35:25.920
those very basic requirements,

0:35:25.920,0:35:28.530
there will be kind of a[br]stopping point where we say,

0:35:28.530,0:35:30.270
it looks like your teacher asked for this

0:35:30.270,0:35:32.880
and you didn't quite do this part,

0:35:32.880,0:35:34.200
so it will let them go back

0:35:34.200,0:35:36.840
and they can fix what[br]they didn't do correctly

0:35:36.840,0:35:39.813
and then they will move on[br]to drafting at that point.

0:35:42.300,0:35:43.680
During the drafting phase,

0:35:43.680,0:35:45.150
we try to keep it pretty simple,

0:35:45.150,0:35:47.400
we don't want it to be[br]too much distraction.

0:35:47.400,0:35:50.700
So again, the student can access[br]the assignment instructions

0:35:50.700,0:35:51.630
whenever they need to.

0:35:51.630,0:35:55.620
They can also access the[br]outline that they just wrote

0:35:55.620,0:35:56.730
from the previous step,

0:35:56.730,0:35:57.870
and from that outline,

0:35:57.870,0:36:00.840
they can copy and paste[br]the different contents

0:36:00.840,0:36:02.190
of their essay that they worked on.

0:36:02.190,0:36:04.080
They can take a piece of[br]evidence and put that in

0:36:04.080,0:36:06.300
or their thesis statement, et cetera.

0:36:06.300,0:36:08.280
They can also just hide this completely

0:36:08.280,0:36:11.910
and just have a nice blank[br]drafting area if they want.

0:36:11.910,0:36:13.920
But they can chat with[br]Khanmigo if they want to.

0:36:13.920,0:36:16.470
And again, Khanmigo in the drafting phase

0:36:16.470,0:36:19.680
is going to focus on helping[br]the student get their words

0:36:19.680,0:36:21.120
on the paper,

0:36:21.120,0:36:23.640
looking at their outline[br]at the appropriate points,

0:36:23.640,0:36:24.840
and pulling the information

0:36:24.840,0:36:27.750
that the student has already[br]written out in their outline

0:36:27.750,0:36:30.990
and helping them kind of[br]begin to craft their arguments

0:36:30.990,0:36:33.810
and their points and their prose.

0:36:33.810,0:36:37.590
It's not necessarily going to[br]be giving a lot of feedback

0:36:37.590,0:36:39.150
at this point because, again,

0:36:39.150,0:36:40.650
the drafting phase is really about

0:36:40.650,0:36:42.000
get your words on the paper,

0:36:42.000,0:36:43.020
get your thoughts on the paper,

0:36:43.020,0:36:44.670
get your ideas on the paper,

0:36:44.670,0:36:47.130
and then the revising[br]stage will come next.

0:36:47.130,0:36:49.440
So Khanmigo at this point[br]is just helping students

0:36:49.440,0:36:51.750
get a first draft together

0:36:51.750,0:36:55.950
and not too much focusing[br]on the perfection,

0:36:55.950,0:36:58.590
trying to make sure every word is perfect.

0:36:58.590,0:37:01.080
And again, Khanmigo won't write for them.

0:37:01.080,0:37:04.800
You can see here the[br]student might ask them to,

0:37:04.800,0:37:06.330
they might ask them to nicely,

0:37:06.330,0:37:09.460
and Khanmigo will gently, politely decline

0:37:10.440,0:37:12.120
and help them kind of work

0:37:12.120,0:37:14.153
through whatever it is[br]they're struggling with.

0:37:15.750,0:37:18.573
So when the student has their first draft,

0:37:19.680,0:37:24.060
they will at that point move[br]on to the revising stage.

0:37:24.060,0:37:26.520
And in revising, the[br]first thing that happens

0:37:26.520,0:37:29.970
is Khanmigo will generate[br]feedback in five categories,

0:37:29.970,0:37:32.103
which you can see up here.

0:37:33.390,0:37:35.880
Introduction and claim is the first one,

0:37:35.880,0:37:37.440
then we have evidence and reasoning,

0:37:37.440,0:37:39.690
and then there's structure[br]and organization,

0:37:39.690,0:37:42.480
conclusion, and style and tone.

0:37:42.480,0:37:44.220
Note that in Writing Coach,

0:37:44.220,0:37:46.250
Khanmigo will give students feedback

0:37:46.250,0:37:47.790
in all of the same areas

0:37:47.790,0:37:51.600
as the AASA and ACT writing rubrics,

0:37:51.600,0:37:53.940
but it might be categorized[br]slightly differently.

0:37:53.940,0:37:58.940
So for this grade six[br]through eight AASA essays

0:37:59.040,0:37:59.873
for example,

0:37:59.873,0:38:02.970
feedback related to purpose,[br]focus, and organization

0:38:02.970,0:38:06.060
that would fall under either[br]introduction or structure.

0:38:06.060,0:38:07.590
Evidence and elaboration feedback

0:38:07.590,0:38:09.450
would fall under evidence and reasoning.

0:38:09.450,0:38:12.750
Conventions would fall under[br]style and tone, et cetera.

0:38:12.750,0:38:13.863
And then same for SAT.

0:38:14.790,0:38:16.650
Feedback related to[br]development and support

0:38:16.650,0:38:17.910
would be under evidence and reasoning,

0:38:17.910,0:38:20.160
organization would be[br]under structure, et cetera.

0:38:20.160,0:38:21.390
So that the labels are different,

0:38:21.390,0:38:23.403
but the feedback is the same.

0:38:24.330,0:38:26.610
But I think one of the most[br]important things to know

0:38:26.610,0:38:30.360
about the revising stage of Writing Coach

0:38:30.360,0:38:32.400
is that it's not just about the feedback.

0:38:32.400,0:38:35.070
So of course, in this example,

0:38:35.070,0:38:37.170
the student has 20 suggestions

0:38:37.170,0:38:40.560
under each of these five categories total

0:38:40.560,0:38:43.323
and we let them kind of[br]focus on one area at a time,

0:38:44.340,0:38:46.890
but we don't just give them the feedback

0:38:46.890,0:38:51.630
and then say, good luck, hope you do well,

0:38:51.630,0:38:53.760
we built in revising tools.

0:38:53.760,0:38:58.320
So we give, at some point,[br]praise or positive feedback,

0:38:58.320,0:39:01.440
but for the critical[br]feedback and the suggestions,

0:39:01.440,0:39:05.340
there are actual actionable[br]steps that students can take

0:39:05.340,0:39:08.910
to make the changes on the[br]draft right there on the page

0:39:08.910,0:39:11.700
or ask Khanmigo for follow-up[br]guidance or support.

0:39:11.700,0:39:15.780
So some of the things that[br]students can do are ask Khanmigo

0:39:15.780,0:39:17.430
to give them an example,

0:39:17.430,0:39:20.040
and this is, I think, one[br]of the most popular things

0:39:20.040,0:39:21.090
a student would choose to do.

0:39:21.090,0:39:22.620
So if Khanmigo says

0:39:22.620,0:39:26.730
your introduction doesn't[br]have enough context

0:39:26.730,0:39:27.660
for the reader,

0:39:27.660,0:39:29.640
that's, I think, for a very[br]common piece of feedback

0:39:29.640,0:39:30.780
for introduction,

0:39:30.780,0:39:32.790
the student can say, give me an example,

0:39:32.790,0:39:34.980
and Khanmigo will take an essay

0:39:34.980,0:39:36.780
on a completely different topic

0:39:36.780,0:39:38.130
and then give them an example

0:39:38.130,0:39:40.500
of what it looks like not to have context

0:39:40.500,0:39:42.330
and then it would look[br]like to have that context,

0:39:42.330,0:39:45.480
and that we have seen has[br]been really, really valuable

0:39:45.480,0:39:47.340
for students who get a piece of feedback

0:39:47.340,0:39:49.593
and they're just like, I don't get it.

0:39:50.580,0:39:52.470
So that's very, very helpful.

0:39:52.470,0:39:54.180
Then we have explain suggestion,

0:39:54.180,0:39:55.410
and that's really helpful.

0:39:55.410,0:39:57.450
If Khanmigo is being a little bit wordy,

0:39:57.450,0:39:58.890
they can ask it to explain it

0:39:58.890,0:40:02.250
and that'll usually result[br]in Khanmigo breaking it down.

0:40:02.250,0:40:05.670
If students are struggling readers,

0:40:05.670,0:40:08.400
you can also have them say

0:40:08.400,0:40:09.330
after they've explained it,

0:40:09.330,0:40:11.790
you say, make it simpler, say it simpler,

0:40:11.790,0:40:14.640
just keep kind of pushing[br]Khanmigo if they need to.

0:40:14.640,0:40:17.250
Students can just ask a[br]general question as well.

0:40:17.250,0:40:18.270
But then if they go in

0:40:18.270,0:40:21.570
and they change their essay[br]based on the feedback,

0:40:21.570,0:40:24.210
they can then immediately[br]just say, check my revision,

0:40:24.210,0:40:26.400
and Khanmigo will look[br]at that piece of feedback

0:40:26.400,0:40:28.200
and at the change the student just made

0:40:28.200,0:40:30.090
and let them know if they've fixed it,

0:40:30.090,0:40:32.970
let them know if they've[br]addressed it or not,

0:40:32.970,0:40:34.740
and then Khanmigo will say,

0:40:34.740,0:40:36.000
you made a little bit of an improvement,

0:40:36.000,0:40:38.190
but you could still make it clear

0:40:38.190,0:40:39.600
or you can still kind of provide

0:40:39.600,0:40:40.860
a little bit more information here

0:40:40.860,0:40:43.350
or give them whatever[br]follow-up guidance is necessary

0:40:43.350,0:40:45.453
until the student has what they need.

0:40:47.520,0:40:49.530
And what else?

0:40:49.530,0:40:51.480
They also have access[br]to their outline again

0:40:51.480,0:40:52.683
during revising.

0:40:53.730,0:40:55.890
And as they are working[br]through their feedback,

0:40:55.890,0:40:57.510
they can mark them as resolved

0:40:57.510,0:41:01.650
and keep track of where they're[br]at in their revision stage.

0:41:01.650,0:41:02.520
As their teacher,

0:41:02.520,0:41:03.750
and you'll see this in a minute,

0:41:03.750,0:41:06.090
you can see how much feedback they got

0:41:06.090,0:41:07.320
and how much they've resolved,

0:41:07.320,0:41:10.140
so you can keep track[br]of how close they are

0:41:10.140,0:41:12.840
to being done with this second draft.

0:41:12.840,0:41:15.360
And when they are finished,

0:41:15.360,0:41:18.510
the student can click mark as complete

0:41:18.510,0:41:20.520
and that's to let you[br]know that they're done

0:41:20.520,0:41:22.560
and happy with their draft.

0:41:22.560,0:41:24.750
And they get the option of exporting it,

0:41:24.750,0:41:28.410
so they can export it[br]to Microsoft Word or PDF

0:41:28.410,0:41:31.020
or even save it as a Google doc.

0:41:31.020,0:41:35.220
One other thing to note is[br]that we don't currently support

0:41:35.220,0:41:37.140
a work cited page.

0:41:37.140,0:41:39.450
Usually for test prep,[br]that's not a concern,

0:41:39.450,0:41:42.660
but for longer research[br]essays or whatever,

0:41:42.660,0:41:45.030
if you want students[br]to include work cited,

0:41:45.030,0:41:48.990
I would have them do that after[br]they've exported it to a doc

0:41:48.990,0:41:50.490
or a Google doc,

0:41:50.490,0:41:51.750
they can add the work cited there

0:41:51.750,0:41:54.390
because this isn't built[br]to kind of support feedback

0:41:54.390,0:41:56.970
on that end page.

0:41:56.970,0:41:59.940
You can have students[br]provide in-text citations

0:41:59.940,0:42:02.850
and it will give them feedback[br]on the in-text citations,

0:42:02.850,0:42:06.333
just not the work cited[br]page or the bibliography.

0:42:08.220,0:42:11.883
All right, let's look[br]at the teacher report.

0:42:13.260,0:42:17.250
So this is the class[br]report for an assignment.

0:42:17.250,0:42:20.700
So if you created a[br]persuasive essay assignment

0:42:20.700,0:42:22.140
for a given class,

0:42:22.140,0:42:24.510
from your Assignments page in[br]your Writing Coach dashboard,

0:42:24.510,0:42:27.540
you can click on that and[br]you can see this report.

0:42:27.540,0:42:31.290
We designed this report to be[br]a way for you, as a teacher,

0:42:31.290,0:42:34.350
to get an at-a-glance[br]view of where students are

0:42:34.350,0:42:37.410
and where you might want to dig in

0:42:37.410,0:42:39.930
to pay a little bit more close attention

0:42:39.930,0:42:42.660
to what happened with a[br]specific student's essay.

0:42:42.660,0:42:45.480
So the information that we show you here

0:42:45.480,0:42:48.690
is the step of the process[br]that the student is in.

0:42:48.690,0:42:51.000
So it'll tell you if a[br]student hasn't started yet,

0:42:51.000,0:42:53.850
if they are in the understanding[br]phase or outlining,

0:42:53.850,0:42:56.730
if they're drafting or revising[br]or if they're completed.

0:42:56.730,0:42:59.100
We also have little flags

0:42:59.100,0:43:02.040
that will tell you the[br]student is completed,

0:43:02.040,0:43:05.370
but they edited their essay[br]after the due date came,

0:43:05.370,0:43:07.140
so you might wanna just see

0:43:07.140,0:43:09.240
how much they actually did by the due date

0:43:11.190,0:43:14.220
if you have some procrastinators,

0:43:14.220,0:43:17.160
or if students have past[br]due date assignments,

0:43:17.160,0:43:18.570
you can see that as well.

0:43:18.570,0:43:20.730
You can see the last[br]time that they updated it

0:43:20.730,0:43:22.860
or how much time they spent overall,

0:43:22.860,0:43:24.720
and this is actively spent.

0:43:24.720,0:43:26.550
So if they have the tab open

0:43:26.550,0:43:28.530
and then go to sleep and[br]come back the next day,

0:43:28.530,0:43:31.020
it's not gonna count those[br]hours that they were sleeping.

0:43:31.020,0:43:33.630
This is time actively spent on the page,

0:43:33.630,0:43:36.513
chatting with amigo or typing or drafting.

0:43:37.650,0:43:39.300
Word count is the current word count

0:43:39.300,0:43:42.030
for their current latest draft.

0:43:42.030,0:43:43.860
Then this is where you would see

0:43:43.860,0:43:46.170
of the 21 pieces of[br]feedback Khanmigo gave them,

0:43:46.170,0:43:49.170
they've resolved this many of them.

0:43:49.170,0:43:52.290
And then these are the originality flags.

0:43:52.290,0:43:55.980
Originality flags are designed[br]to help you figure out,

0:43:55.980,0:43:57.750
again, where to drill down.

0:43:57.750,0:44:01.200
So if you see a critical[br]flag and you hover over it,

0:44:01.200,0:44:04.290
then you'll see what exactly[br]happened and where it happened

0:44:04.290,0:44:05.610
and then you can click into that

0:44:05.610,0:44:09.120
and see exactly what went down.

0:44:09.120,0:44:11.823
And I'll show you a live[br]view of that in a moment.

0:44:15.390,0:44:18.000
This is also a great place to figure out

0:44:18.000,0:44:21.150
if I have a student who[br]didn't get much feedback

0:44:21.150,0:44:23.640
or got a lot of feedback and[br]didn't resolve much of it

0:44:23.640,0:44:25.980
or didn't spend very much time writing,

0:44:25.980,0:44:27.540
but has a really high word count,

0:44:27.540,0:44:28.770
those are the kinds of things too

0:44:28.770,0:44:29.880
that you might wanna be like,

0:44:29.880,0:44:32.030
let me just see exactly[br]what happened here.

0:44:33.240,0:44:36.100
So it's really designed[br]to be a way to document

0:44:37.260,0:44:40.020
at a high level parts[br]of the writing process

0:44:40.020,0:44:42.660
and let you figure out where[br]to drill down into that.

0:44:42.660,0:44:45.780
So when you do drill[br]down into one student,

0:44:45.780,0:44:46.920
this is an example

0:44:46.920,0:44:49.530
of where I would've clicked[br]on an originality flag,

0:44:49.530,0:44:50.490
a critical flag.

0:44:50.490,0:44:53.040
So it'll take me straight to[br]the moment where this happened.

0:44:53.040,0:44:54.810
In this case, it was a student

0:44:54.810,0:44:57.660
who, during the drafting phase,

0:44:57.660,0:45:02.010
pasted 58 words from somewhere[br]that was not their outline.

0:45:02.010,0:45:03.720
And I can see the words that they pasted,

0:45:03.720,0:45:05.340
those words are highlighted.

0:45:05.340,0:45:07.060
I can also see their chat

0:45:08.160,0:45:10.500
at the time that they were drafting.

0:45:10.500,0:45:12.930
So I can see here some clues

0:45:12.930,0:45:15.600
that maybe the student wasn't following

0:45:15.600,0:45:18.480
academic integrity rules.

0:45:18.480,0:45:21.000
I can just have a little[br]bit more information

0:45:21.000,0:45:22.860
about why it was flagged

0:45:22.860,0:45:24.360
and then give me the opportunity

0:45:24.360,0:45:25.350
to follow up with that student.

0:45:25.350,0:45:27.450
But there's no originality flags,

0:45:27.450,0:45:30.753
I might not even need to[br]drill down into this report,

0:45:31.680,0:45:33.210
but I can if I want to

0:45:33.210,0:45:34.860
because it has the whole record

0:45:34.860,0:45:36.120
of the student's writing process.

0:45:36.120,0:45:38.250
So I could click on Understanding

0:45:38.250,0:45:41.473
and I can see the chat the[br]student had with Khanmigo.

0:45:41.473,0:45:42.570
I can click into Outlining

0:45:42.570,0:45:44.490
and see their whole outlining history.

0:45:44.490,0:45:46.200
I can see their whole drafting history

0:45:46.200,0:45:47.160
and all of their chats.

0:45:47.160,0:45:48.870
I can see for feedback

0:45:48.870,0:45:50.280
all the feedback Khanmigo gave.

0:45:50.280,0:45:52.320
I can see the revision student made.

0:45:52.320,0:45:54.720
I can see the chats[br]students had with Khanmigo

0:45:54.720,0:45:56.043
about their revisions,

0:45:57.090,0:45:59.490
what their essay looked[br]like at the time it was due,

0:45:59.490,0:46:01.470
what it looked like when[br]they marked it as complete

0:46:01.470,0:46:05.010
and all of that kind[br]of record information.

0:46:05.010,0:46:07.170
So again, obviously we[br]don't expect teachers

0:46:07.170,0:46:10.560
to review all of this information[br]for every single student,

0:46:10.560,0:46:12.840
we're not trying to make more[br]work for writing teachers,

0:46:12.840,0:46:16.710
but it is here for the cases[br]when you do want to drill down

0:46:16.710,0:46:17.910
or you do need to drill down

0:46:17.910,0:46:20.610
and you wanna kind of get a[br]sense of what's happening.

0:46:21.480,0:46:24.930
And we are also mid process[br]of exploring other ways

0:46:24.930,0:46:28.140
that we can help surface[br]more high-level insights

0:46:28.140,0:46:30.000
for teachers at the assignment level

0:46:30.000,0:46:32.880
so that they know about other information

0:46:32.880,0:46:34.710
around when they might wanna drill down

0:46:34.710,0:46:38.250
or instructional insights[br]and things like that.

0:46:38.250,0:46:39.540
And then quickly,

0:46:39.540,0:46:44.070
if you are an administrator[br]for a Khan Academy District,

0:46:44.070,0:46:46.590
you also have administrator reporting

0:46:46.590,0:46:50.640
and this includes data such[br]as Writing Coach usage.

0:46:50.640,0:46:54.390
So that includes the time spent

0:46:54.390,0:46:56.400
using Writing Coach among your district,

0:46:56.400,0:46:59.340
so how much time students[br]have spent or teachers,

0:46:59.340,0:47:02.280
and then also the percent and[br]the total number of students

0:47:02.280,0:47:05.820
who have used Writing Coach[br]during a given timeframe.

0:47:05.820,0:47:08.880
So I'm going to now show you,

0:47:08.880,0:47:10.743
'cause we have a few minutes,

0:47:11.640,0:47:14.580
a live view.

0:47:14.580,0:47:15.480
Let me change.

0:47:15.480,0:47:16.710
Oh, can you see?

0:47:16.710,0:47:18.060
Wait, no.

0:47:18.060,0:47:19.410
One moment.

0:47:19.410,0:47:21.660
- Yeah, we're still[br]seeing the report, Sarah.

0:47:21.660,0:47:22.560
- Okay.

0:47:22.560,0:47:24.243
Oh, do you see assignment review?

0:47:25.710,0:47:28.560
- Yes, assignment review.[br]- Okay, okay, that did work.

0:47:28.560,0:47:32.460
So this is an actual assignment report

0:47:32.460,0:47:35.880
with fake student data, of course.

0:47:35.880,0:47:37.200
In this case I assigned

0:47:37.200,0:47:39.360
a school start time persuasive essay.

0:47:39.360,0:47:41.370
I can view the essay instructions

0:47:41.370,0:47:45.090
that I provided to Khanmigo[br]and the students here.

0:47:45.090,0:47:47.910
And this is what it looks like[br]to view the student progress.

0:47:47.910,0:47:50.760
So again, I can see who is at which stage,

0:47:50.760,0:47:52.140
how far they've gotten.

0:47:52.140,0:47:55.140
And then for the originality flags,

0:47:55.140,0:47:56.220
if I hover over this,

0:47:56.220,0:47:58.470
I get kind of a high-level understanding

0:47:58.470,0:48:00.600
of what was flagged.

0:48:00.600,0:48:02.790
Critical flags are shown

0:48:02.790,0:48:05.700
in cases where students[br]are pasting a lot of text

0:48:05.700,0:48:07.050
from outside of their outline

0:48:07.050,0:48:10.320
or they're specifically doing[br]this in drafting or revising.

0:48:10.320,0:48:13.920
Questionable flags are they[br]might have pasted a phrase

0:48:13.920,0:48:16.830
or they might have put[br]things into their outline

0:48:16.830,0:48:18.960
that isn't evidence or a source

0:48:18.960,0:48:21.090
that you might wanna look at.

0:48:21.090,0:48:22.290
And you can kind of get a sense

0:48:22.290,0:48:25.350
of what the different levels are here

0:48:25.350,0:48:27.180
and how those things are triggered.

0:48:27.180,0:48:30.030
And right now it is just paste events.

0:48:30.030,0:48:34.380
So what we are looking at are[br]students using the content

0:48:34.380,0:48:36.480
that they outlined with Khanmigo.

0:48:36.480,0:48:39.870
So if they are creating[br]an outline with Khanmigo

0:48:39.870,0:48:41.670
and then they're drafting

0:48:41.670,0:48:43.980
and they are pasting an information

0:48:43.980,0:48:45.930
that's not from the outline,

0:48:45.930,0:48:47.313
that will trigger a flag,

0:48:48.180,0:48:50.220
but if they're pasting from their outline

0:48:50.220,0:48:51.750
or if it's coming from their outline,

0:48:51.750,0:48:52.583
that's fine.

0:48:52.583,0:48:54.360
We know that Khanmigo[br]worked with them on it,

0:48:54.360,0:48:57.390
we know that this was[br]something that they did

0:48:57.390,0:48:59.340
in our record of the experience,

0:48:59.340,0:49:00.790
and that will not be flagged.

0:49:02.370,0:49:05.340
Let me click into another[br]one of these students.

0:49:05.340,0:49:09.300
So if I click on this student again,

0:49:09.300,0:49:12.945
you can see first the final draft.

0:49:12.945,0:49:13.890
So if I'm just here

0:49:13.890,0:49:18.210
and I wanna look at the student's[br]final draft and grade that

0:49:18.210,0:49:20.190
or just see what it looked[br]like at the very end,

0:49:20.190,0:49:21.990
I can jump straight to that.

0:49:21.990,0:49:25.020
But I can also click to understanding

0:49:25.020,0:49:27.660
and I can see how much time they spent,

0:49:27.660,0:49:30.993
what they talked to Khanmigo[br]about during this stage,

0:49:31.980,0:49:34.143
the whole conversation if I want to.

0:49:34.980,0:49:38.580
I can also see, again,[br]their record of outlining.

0:49:38.580,0:49:42.600
So I can see where they[br]provided a thesis statement,

0:49:42.600,0:49:45.060
here they have some evidence,

0:49:45.060,0:49:48.360
they started filling in some more details.

0:49:48.360,0:49:50.490
And then I can see their whole chat

0:49:50.490,0:49:52.170
during the whole evidence,

0:49:52.170,0:49:54.723
or sorry, during the[br]whole outlining stage.

0:49:55.590,0:49:57.363
And then for drafting,

0:49:58.800,0:50:00.570
you can see that the students started

0:50:00.570,0:50:04.020
by asking Khanmigo to[br]help them get started.

0:50:04.020,0:50:07.080
It prompted them to start[br]with their introduction

0:50:07.080,0:50:11.550
and then the student asked[br]Khanmigo for feedback

0:50:11.550,0:50:15.270
and Khanmigo recommended[br]they provide more context.

0:50:15.270,0:50:20.270
And also giving it too specific[br]feedback about the thesis,

0:50:20.520,0:50:21.480
but again,

0:50:21.480,0:50:24.240
this stage is not really[br]about the specific feedback,

0:50:24.240,0:50:26.550
it's just about get the words on the page.

0:50:26.550,0:50:29.460
So I can see, again, any[br]revisions that they made

0:50:29.460,0:50:30.990
while they were drafting

0:50:30.990,0:50:33.210
and then their final draft.

0:50:33.210,0:50:34.920
And then for revising, same thing,

0:50:34.920,0:50:38.280
I can see all the feedback[br]they got from Khanmigo.

0:50:38.280,0:50:41.790
I can see what they[br]chatted with Khanmigo about

0:50:41.790,0:50:43.500
when it came to the[br]feedback that they got.

0:50:43.500,0:50:45.630
Here I can see that the[br]student asked Khanmigo

0:50:45.630,0:50:49.353
to check that they did their[br]MLA in-text citation correctly.

0:50:51.390,0:50:54.240
And then I can see where[br]they've done revisions.

0:50:54.240,0:50:56.430
The student got a questionable flag here,

0:50:56.430,0:50:57.390
so I can look at that.

0:50:57.390,0:50:58.770
But I can see that the flag

0:50:58.770,0:51:01.620
was related to a new piece of evidence

0:51:01.620,0:51:02.670
that the student pasted.

0:51:02.670,0:51:05.220
So I know that that's a non-issue.

0:51:05.220,0:51:06.900
You're pasting evidence from somewhere,

0:51:06.900,0:51:08.790
I know you didn't write[br]it 'cause it's evidence,

0:51:08.790,0:51:10.800
so that's completely fine.

0:51:10.800,0:51:14.583
And all the way down to[br]where their final draft was.

0:51:16.500,0:51:19.380
So that is the teacher report

0:51:19.380,0:51:21.510
and the individual student report.

0:51:21.510,0:51:23.703
Let me go back to my deck.

0:51:24.840,0:51:27.480
All right, so we have a few minutes left.

0:51:27.480,0:51:29.100
These are the instructions for you

0:51:29.100,0:51:30.630
to get started on this now

0:51:30.630,0:51:32.610
if you're interested in trying this out.

0:51:32.610,0:51:35.400
Again, if you already have[br]a Khan Academy account,

0:51:35.400,0:51:36.960
then you already have a[br]Writing Coach account.

0:51:36.960,0:51:38.910
So you can go to Khan Academy

0:51:38.910,0:51:41.620
or you can go to khanmigo.ai/writingcoach

0:51:42.510,0:51:44.670
and you can get to[br]Writing Coach from there.

0:51:44.670,0:51:46.710
And log in to your Khan Academy account,

0:51:46.710,0:51:49.590
and again, that will take[br]you right into Writing Coach.

0:51:49.590,0:51:51.300
Some things if you're just getting started

0:51:51.300,0:51:52.230
that you could do.

0:51:52.230,0:51:55.470
You can start by exploring[br]the student experience.

0:51:55.470,0:51:57.930
So if you are in a teacher account,

0:51:57.930,0:51:59.343
let me go back to this.

0:52:00.900,0:52:03.180
I mentioned these three tabs here.

0:52:03.180,0:52:05.130
If you click on My Essays,

0:52:05.130,0:52:09.780
this will let you experience[br]some of the student experience.

0:52:09.780,0:52:10.650
Note, however,

0:52:10.650,0:52:14.310
if you are not a district[br]partner with Khanmigo,

0:52:14.310,0:52:15.930
then your students won't be able

0:52:15.930,0:52:18.060
to just write their own[br]essay whenever they want,

0:52:18.060,0:52:21.720
that's only available[br]to district partners,

0:52:21.720,0:52:23.490
but all students will be able

0:52:23.490,0:52:26.550
to access assignments from here.

0:52:26.550,0:52:28.980
And a thing that you have as a teacher

0:52:28.980,0:52:31.530
that your students don't[br]have are these sample essays.

0:52:31.530,0:52:33.540
So if you are just trying to get a sense

0:52:33.540,0:52:34.590
of the student experience,

0:52:34.590,0:52:36.090
these are pretty helpful

0:52:36.090,0:52:38.460
because you can click into them

0:52:38.460,0:52:40.620
and it'll start you off at understanding

0:52:40.620,0:52:43.290
and you can chat with Khanmigo

0:52:43.290,0:52:45.480
as if it were like a fresh assignment.

0:52:45.480,0:52:46.860
You can go through outlining

0:52:46.860,0:52:49.530
and we have pre-filled in content

0:52:49.530,0:52:53.580
so you don't have to write an[br]entire outline for yourself,

0:52:53.580,0:52:54.450
you can fill it in

0:52:54.450,0:52:57.180
and then kind of see[br]the drafting experience.

0:52:57.180,0:52:59.430
Again, we pre-fill in an essay for you

0:52:59.430,0:53:01.530
so you can try that out

0:53:01.530,0:53:05.100
and then you can get[br]Khanmigo to generate feedback

0:53:05.100,0:53:07.050
and do the revising stage.

0:53:07.050,0:53:09.210
The sample essay tool is also very helpful

0:53:09.210,0:53:12.390
if you are demoing Writing[br]Coach with your students

0:53:12.390,0:53:13.223
for the first time

0:53:13.223,0:53:14.640
because it helps them see

0:53:14.640,0:53:17.370
what they will see when they're[br]working on their assignment,

0:53:17.370,0:53:19.080
and you can walk them through the stages

0:53:19.080,0:53:20.160
and how to use Khanmigo

0:53:20.160,0:53:24.510
and how to access all of the[br]different tabs at the bottom

0:53:24.510,0:53:26.283
when they're on various stages.

0:53:27.630,0:53:31.050
So I'd recommend checking out[br]the student experience first,

0:53:31.050,0:53:31.883
and then when you're ready,

0:53:31.883,0:53:34.230
you can create your first[br]Writing Coach essay.

0:53:34.230,0:53:36.360
Again, you go straight[br]to your Assignments tab

0:53:36.360,0:53:37.830
and you click Create Assignment

0:53:37.830,0:53:40.020
and you fill in the[br]information from there.

0:53:40.020,0:53:43.740
And I am very eager to[br]hear any and all feedback

0:53:43.740,0:53:45.000
that anyone has about this.

0:53:45.000,0:53:46.920
So if you use it yourself,

0:53:46.920,0:53:49.410
if you share it with another[br]teacher and they use it,

0:53:49.410,0:53:51.690
I have no problem[br]sharing my email address,

0:53:51.690,0:53:53.040
please reach out to me,

0:53:53.040,0:53:56.970
it's sarahrobertson@khanacademy.org.

0:53:56.970,0:53:58.380
Let me know what your experience was like,

0:53:58.380,0:53:59.370
send me your ideas,

0:53:59.370,0:54:02.820
send me your critical feedback,

0:54:02.820,0:54:05.250
send me anything that you have[br]that could help us continue

0:54:05.250,0:54:07.530
to make Writing Coach a[br]really valuable experience

0:54:07.530,0:54:08.970
for you and your students.

0:54:08.970,0:54:11.613
And yeah, that is it for me.

0:54:12.510,0:54:16.680
I will pass it back, I[br]think, to Frances or Aviv.

0:54:16.680,0:54:19.410
I don't know if we have[br]room or time for questions.

0:54:19.410,0:54:21.423
- Yeah, we had a couple of questions.

0:54:22.680,0:54:24.330
One is around,

0:54:24.330,0:54:26.100
I know you talked about right now

0:54:26.100,0:54:29.400
we don't have the ability[br]to upload rubrics.

0:54:29.400,0:54:33.420
The question was asked[br]around uploading sources,

0:54:33.420,0:54:37.260
because, how will Khanmigo[br]know if the student-

0:54:37.260,0:54:38.640
- [Sarah] Great question.

0:54:38.640,0:54:41.880
- making up evidence or[br]the evidence is accurate?

0:54:41.880,0:54:42.900
- Yeah, that's a great question.

0:54:42.900,0:54:45.390
So we don't have a way right now

0:54:45.390,0:54:50.370
to just kind of attach a PDF[br]or upload a reference text,

0:54:50.370,0:54:54.810
however, if the reference[br]text is a well-known text

0:54:54.810,0:54:56.880
and you include the name of that text

0:54:56.880,0:55:01.350
in the actual essay instructions,

0:55:01.350,0:55:03.810
Khanmigo will know about the text,

0:55:03.810,0:55:06.210
it will be able to kind of provide,

0:55:06.210,0:55:10.890
spot any issues with the text[br]that are wildly inaccurate

0:55:10.890,0:55:12.810
or just very off base.

0:55:12.810,0:55:15.240
It is not really designed to do things

0:55:15.240,0:55:19.710
like check that the[br]evidence is legit evidence,

0:55:19.710,0:55:20.970
that's not really something that it does.

0:55:20.970,0:55:23.490
What it can do is make sure the evidence

0:55:23.490,0:55:25.620
that the students provided is aligned

0:55:25.620,0:55:28.200
to the points that they're trying to make,

0:55:28.200,0:55:30.000
to the argument that they're making,

0:55:30.000,0:55:32.700
make sure that if they[br]choose a piece of evidence,

0:55:32.700,0:55:36.600
that they are explaining how[br]it helps them prove the point

0:55:36.600,0:55:38.310
that they're trying to make.

0:55:38.310,0:55:39.900
It can help them do things

0:55:39.900,0:55:42.780
like fix their introductions to evidence,

0:55:42.780,0:55:44.520
I remember that was one[br]of the biggest things

0:55:44.520,0:55:47.460
that I had to deal with[br]with my middle schoolers,

0:55:47.460,0:55:48.780
and then their citations as well.

0:55:48.780,0:55:50.100
But it won't be able to be like,

0:55:50.100,0:55:51.550
hey, that's not a real quote,

0:55:52.500,0:55:53.550
'cause it wasn't designed to do that.

0:55:53.550,0:55:55.500
But in the future when we do have things

0:55:55.500,0:55:59.040
like the ability for you[br]to attach a reference text,

0:55:59.040,0:56:00.270
that is something reasonable

0:56:00.270,0:56:01.923
that we would be able to support.

0:56:03.270,0:56:04.350
- Thank you, Sarah.

0:56:04.350,0:56:05.310
- [Sarah] Yeah.

0:56:05.310,0:56:06.930
- There was another question around,

0:56:06.930,0:56:11.070
can you assign an essay to[br]a class that you created

0:56:11.070,0:56:12.390
separate from your roster?

0:56:12.390,0:56:16.470
For example, if you had a[br]combined group for tutoring.

0:56:16.470,0:56:17.880
- Yes.

0:56:17.880,0:56:19.380
- [Frances] Yes.[br]- You can, yep.

0:56:19.380,0:56:22.620
It just has to be a Khan Academy class,

0:56:22.620,0:56:23.850
which you can actually do.

0:56:23.850,0:56:24.750
So when you are,

0:56:24.750,0:56:26.400
I'll show you actually,

0:56:26.400,0:56:31.400
when you are in your teacher experience

0:56:32.430,0:56:34.533
and you are creating your assignment,

0:56:36.600,0:56:38.280
you will be able to assign it

0:56:38.280,0:56:41.643
to an existing class that you have.

0:56:43.500,0:56:46.803
Or oh, this might just be because,

0:56:47.970,0:56:49.680
oh, I think I'm in a different,

0:56:49.680,0:56:53.910
you should be able to see any[br]other classes that you have

0:56:53.910,0:56:58.320
that maybe are not even[br]Khanmigo-rostered classes.

0:56:58.320,0:57:01.170
So if you have another[br]class on Khan Academy

0:57:01.170,0:57:03.240
that isn't a district-rostered class,

0:57:03.240,0:57:04.320
like a tutoring group,

0:57:04.320,0:57:07.230
you can assign an essay to that class.

0:57:07.230,0:57:09.480
In some cases you can do[br]it straight from here.

0:57:09.480,0:57:13.140
There's an option sometimes[br]that is create a new class,

0:57:13.140,0:57:14.850
I'm not sure why that's[br]not showing up here.

0:57:14.850,0:57:18.000
But if you are on Khan Academy

0:57:18.000,0:57:21.780
and you're creating a class[br]there, like a manual class,

0:57:21.780,0:57:23.160
you will see that in the list here

0:57:23.160,0:57:23.993
'cause this will show you

0:57:23.993,0:57:26.970
any of your Khan Academy[br]classes that you have.

0:57:26.970,0:57:27.810
- That's right.

0:57:27.810,0:57:29.280
- [Sarah] Mm-hmm.

0:57:29.280,0:57:30.113
- All right.

0:57:30.113,0:57:32.670
Is the feedback able to be differentiated

0:57:32.670,0:57:33.960
by student ability,

0:57:33.960,0:57:36.210
but just still at same grade level?

0:57:36.210,0:57:38.340
For example, some feedback simpler,

0:57:38.340,0:57:39.723
but still at grade level?

0:57:41.910,0:57:43.380
- Yes and no.

0:57:43.380,0:57:46.440
We do have some features[br]that are student-specific

0:57:46.440,0:57:49.050
where a student can change, for example,

0:57:49.050,0:57:52.980
their Khanmigo reading level.

0:57:52.980,0:57:54.780
It's not super expansive,

0:57:54.780,0:57:55.860
there's like basic,

0:57:55.860,0:57:57.840
which is actually the[br]default for all students,

0:57:57.840,0:58:01.743
and then there's maybe two[br]other levels that are higher.

0:58:02.730,0:58:05.940
So if you have really advanced students,

0:58:05.940,0:58:08.490
you can have them increase[br]their Khanmigo level,

0:58:08.490,0:58:11.220
but most students will start[br]out at the basic level.

0:58:11.220,0:58:15.100
If you have students who[br]are English learners,

0:58:17.070,0:58:19.110
you also can have them,

0:58:19.110,0:58:20.580
if you want, this isn't required,

0:58:20.580,0:58:24.550
but you can have them change[br]their Khanmigo chat language

0:58:26.284,0:58:27.120
to their native language,

0:58:27.120,0:58:29.550
and then they can talk to[br]Khanmigo in their native language,

0:58:29.550,0:58:32.430
but they're still looking[br]at an English essay

0:58:32.430,0:58:33.750
that they're writing

0:58:33.750,0:58:34.950
and Khanmigo will still be able

0:58:34.950,0:58:36.780
to kind of communicate with them

0:58:36.780,0:58:39.730
and look at their essay in[br]English and help them with that.

0:58:41.130,0:58:42.690
Other than that,

0:58:42.690,0:58:46.380
the scaffolding is really at[br]that point up to the student.

0:58:46.380,0:58:48.300
So if the student needs help,

0:58:48.300,0:58:51.180
Khanmigo will be there to help them.

0:58:51.180,0:58:53.790
And there is that checkpoint[br]between outlining and drafting

0:58:53.790,0:58:56.040
where it's checking to see,[br]did they meet the requirements?

0:58:56.040,0:58:58.800
So if you have students[br]who are way behind,

0:58:58.800,0:59:01.170
then that is a point where they[br]might spend a lot more time

0:59:01.170,0:59:02.700
outlining with Khanmigo,

0:59:02.700,0:59:04.290
and it will do that automatically

0:59:04.290,0:59:09.150
in that if they really are off topic

0:59:09.150,0:59:12.210
or they're missing a lot of pieces,

0:59:12.210,0:59:15.120
Khanmigo will repeatedly kind[br]of help them through that

0:59:15.120,0:59:16.440
until they have a good outline,

0:59:16.440,0:59:17.460
whereas other students

0:59:17.460,0:59:20.790
would just speed straight[br]through to drafting

0:59:20.790,0:59:23.970
'cause they wouldn't have those[br]checkpoints to worry about.

0:59:23.970,0:59:25.470
But yeah, we hear this a lot,

0:59:25.470,0:59:27.240
there's a lot of concerns,

0:59:27.240,0:59:29.340
especially from the past few years

0:59:29.340,0:59:30.173
where it just sounds

0:59:30.173,0:59:32.160
like students need a lot more scaffolding

0:59:32.160,0:59:33.690
than they have in previous years.

0:59:33.690,0:59:36.450
And so one of our biggest priorities

0:59:36.450,0:59:40.650
is figuring out better[br]ways to support kiddos

0:59:40.650,0:59:43.200
and especially find ways to differentiate

0:59:43.200,0:59:44.700
to the students who need it the most.

0:59:44.700,0:59:46.590
So if you have more ideas,

0:59:46.590,0:59:47.740
please send them to me.

0:59:48.990,0:59:50.010
- Awesome, thank you.

0:59:50.010,0:59:51.480
Thank you, Sarah, so much.

0:59:51.480,0:59:54.090
Thank you, everybody that joined us.

0:59:54.090,0:59:57.150
I've also dropped in my email in the chat.

0:59:57.150,0:59:59.730
In case you guys think[br]of any other questions,

0:59:59.730,1:00:01.893
please feel free to email Sarah,

1:00:02.760,1:00:03.990
email me.

1:00:03.990,1:00:05.340
We are here to help

1:00:05.340,1:00:07.650
and support in any way that you guys need

1:00:07.650,1:00:10.500
and we truly value your feedback,

1:00:10.500,1:00:13.500
your ideas and your feedback.

1:00:13.500,1:00:14.973
So thank you, thank you.

1:00:16.470,1:00:17.943
- Thank you all so much.