This interview spotlights Cold Spring School’s strategic program choices, strong teacher collaboration, and the positive impact that AI has had on student engagement, writing outcomes, and teacher efficiency. You can read the full case study on our blog, and hear from them directly in the video below.
Interview by Aviv Weiss | Khan Academy Districts
Aviv Weiss: You’ve been recognized for your thoughtful approach to integrating AI into K–6 classrooms. How did this journey begin at Cold Spring?
Ryan Francisco: It started with teachers exploring AI tools themselves, not just diving in with students. We wanted to understand what AI is, what adaptive AI is, and how it might support learning. In my STEAM class, I taught every grade level the fundamentals: what AI is, how it works, and how we use it responsibly.
We built a school-wide model: Human → AI → Human. That means students start with their own ideas, use AI as a support tool, and then return to their own creativity and critical thinking to revise and personalize the output.
Aviv: How do you model that process for students?
Elizabeth Gomez: Explicitly! For example, when using Khanmigo in writing, we teach kids: this isn’t copy-paste. If you don’t understand a word or if it’s not your voice, you change it. It’s about tailoring the message to your audience. And we model that process in real time.
Aviv: What does that look like in a second-grade classroom?
Sarah Schaupeter: Our long-standing “Living Legends” wax museum project is a great example. Students research historical figures, and this year, for the first time, we used Khanmigo’s Chat with Historical Figures feature. Students interviewed Galileo, Amelia Earhart, and others, asking questions they came up with themselves. When the AI responded with something too complex, students learned to re-prompt: “Can you say that in a way a second grader would understand?” That’s real critical thinking.
Aviv: Are you seeing any instructional impact?
Sarah: Absolutely. For students below grade level, AI makes challenging content more accessible. A second grader reading at a lower level can still access content that stretches their thinking — and that’s huge for equity. We also use tools like Freckle, powered by STAR assessment data, to give students adaptive math practice exactly at their level. I know when I’m working with small groups, the rest of my class is engaged in meaningful, personalized learning.
Aviv: What about measuring impact — is that on the radar?
Elizabeth: It’s starting to be. Our principal brings it up often. With Freckle, for example, we can track growth clearly. But I also believe AI is just one tool — and kids are going to use it anyway. So we have to teach them how. That’s why modeling and thoughtful program choice is so important.
Aviv: Do you use Khanmigo in other subjects?
Elizabeth: Writing has been the biggest win. It helped my students go from struggling to writing with clarity and confidence. Khanmigo provides strong exemplars — but the key is teaching students how to learn from them, not just mimic them. I saw huge growth last year. It’s proof that AI, used well, does make them better writers.
Aviv: What advice would you give to other districts?
Ryan: Start small. Don’t be afraid. Play with the tools yourself before introducing them to students. And be vulnerable with your colleagues. Trust helps you innovate. At Cold Spring, the collaboration among specialists, general ed teachers, and even our music and garden staff — it’s unlike any school I’ve been in. We’re all in this together, and that’s made a huge difference.
