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District teachers demonstrate AI tools for reading, writing and music in board meeting showcase
Summary
Teachers from Tinley Park and other district high schools demonstrated several classroom AI tools — an AI reading/leveling platform, Magic School (chatbot, writing feedback, tutor, research assistant), Suno AI for music, and podcasting equipment — emphasizing classroom use cases and teacher oversight.
Multiple teachers presented classroom demonstrations of educational technology and AI tools during the board’s technology committee segment.
Pete Sansone, a science teacher at Tinley Park High School, demonstrated an AI reading platform (transcribed in the record as 'hipbit.me'/'dipit.me') he uses to generate leveled, sourced reading passages and supplemental materials. Sansone said he reviews AI‑generated passages for factual accuracy before assigning them and that the platform helps produce guiding questions, vocabulary lists and scaffolded note‑taking supports to improve student engagement with science texts. The meeting record reflects the teacher’s claim that the tool returns sourced material; the board did not independently verify sourcing during the presentation.
Kelsey Pena, an English teacher at Grama High School, showed features of Magic School including a character chatbot, immediate writing feedback aligned to rubrics, an AI tutor and a research assistant. Pena demonstrated classroom workflows where teachers upload prompts and rubrics and the system provides targeted feedback or curated source suggestions; she said Magic School flags inappropriate content and can be used to scale teacher feedback when class sizes make one‑to‑one interaction difficult.
Presenters also showcased podcasting equipment used across subject areas (history, language arts, world languages, CTE) to give students oral assessment and collaboration opportunities, and Heather Castaneda demonstrated Suno AI for student‑generated music and SEL mantras used in classroom bell work.
The board thanked the teachers for sharing classroom examples. No procurement decisions were made at the meeting; teachers repeatedly noted that they edit and check AI outputs before assigning them to students. The meeting record contains teacher statements about tool names, claimed functionality and local classroom use; any factual claims about accuracy, sourcing or learning impact should be treated as attributed statements requiring separate verification before being reported as established findings.
