Lindbergh previews AI strategy and partnership with Scale to train staff, pilot SchoolAI tools
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Summary
District staff described a multi-phase plan for AI literacy, a SchoolAI pilot in classrooms, and a partnership with Scale (a private AI firm) to create staff micro‑credentials and curricular supports; presenters said district data access would remain under district control.
Lindbergh staff presented an update on artificial-intelligence work, including a SchoolAI classroom pilot and a partnership with Scale, a private AI company that has opened an AI center in St. Louis.
Colin Davitt, director of artificial intelligence and blended learning, described the district’s implementation approach and said earlier policy changes enabled controlled AI access for school use. Scale representative AJ Siegel summarized Scale’s workforce and its local investment—more than 200 employees in the St. Louis AI center—and said Scale will support AI literacy and professional-learning resources.
District and Scale presenters outlined a phased partnership that includes: creating a micro‑credential for staff (covering “know” and “build” competencies such as machine-learning basics, data quality and workflow design); teacher-facing tools in SchoolAI that can be tuned to classroom curricula; and student-facing examples already trialed in the district.
Two classroom examples were shown: a multilingual support use case in which a teacher added the specific curriculum into a SchoolAI space to allow a Vietnamese‑speaking student to interact in Vietnamese while the teacher reviews the student work in English; and an ancient‑Egypt unit where the SchoolAI environment supported richer, more diverse student projects by guiding design choices and linking standards to project work. Presenters said teachers can configure SchoolAI to serve as a “research assistant,” “co-teacher” or content coach and that the tool can be tuned to a teacher’s preferences.
Board members asked about data access and roles. District and Scale presenters said the curricular content loaded into SchoolAI was district content and emphasized that Scale is advising on professional learning and tooling; presenters stated Scale would not take district data outside the district and would not have uncontrolled access to the district’s curriculum data. Scale staff discussed broader industry work (model building and data pipelines) but said their role in Lindbergh would be limited to advising, training and co-developing micro‑credentials.
Presenters proposed starting with staff micro‑credentials, targeted classroom pilots (AP research and seminar classes were cited as deep-dive examples) and connected student-level curriculum supports; they said promotional and roll-out details remain in planning and would include teacher training and district safeguards.