Evidence & Results

Project Outcomes

Measurable results that demonstrate the project's success in building executive-level AI organizational readiness.

Executive Approval
100%

of executive leaders were satisfied or extremely satisfied with the session

91% would recommend it to other districts

N = 12

Team Approval
80%

of implementation team regarded the Project as a success

Internal team survey conducted post-delivery

N = 15

Fee-for-Service Impact
5+

additional districts exploring bringing this program to their contexts

3 presentations repurposing session content

Team Perception of Success

Despite the compressed timeline, 80% of team members who completed the survey described the project as a success.

This internal assessment reflects the effectiveness of the adaptive leadership approach employed throughout the project, including deep listening, fostering positive relationships, and maintaining clear communication during the rapid sprint.

Pie chart showing Team's Perception of Success (N = 15). 80% rated the project as successful, 13.3% were neutral, and 6.7% were uncertain.

Post-Training Internal Staff Survey

Team members assessed their alignment across five key dimensions of change management: Vision, Skills, Motivation, Resources, and Action Plan.

Post-Training Internal Staff Survey results (N = 15). Shows stacked bar chart measuring team agreement across Vision, Skills, Motivation, Resources, and Action Plan. Vision shows 60% Strongly Agree/Agree, 40% Neutral. Skills shows 73% Strongly Agree/Agree, 27% Neutral. Motivation shows 60% Strongly Agree/Agree, 20% Neutral, 20% Disagree. Resources shows 80% Strongly Agree/Agree, 7% Neutral, 13% Disagree. Action Plan shows 46% Strongly Agree/Agree, 33% Neutral, 20% Disagree.

Diagnostic Baseline: Areas of Strength

The post-training survey served as a critical diagnostic tool, establishing a baseline against which the district's growth can be measured over the next six months.

Post-Training Baseline Survey Results: Vision & Leadership (N = 11). Shows three metrics: 'Our district has a clear vision for how AI can support teaching and learning' - 45% Developing, 55% Emerging. 'District leadership is actively engaged in conversations about ethical AI use' - 9% Exemplary, 36% Developing, 55% Emerging. 'We have identified priority areas where AI could enhance instructional planning or equity' - 18% Exemplary, 18% Developing, 36% Emerging, 27% Not Started.

Vision & Leadership

A primary strength visible in the data is that 100% of executive leaders indicated they had established at minimum an emergent vision for AI. Achieving this shared vision was one of the core session objectives.

This strong initial collective agreement is a foundational indicator of success for AI organizational readiness. The goal for follow-up is to confirm that the District has moved beyond this initial “emerging” status into “developing” or “exemplary” levels of readiness.

Overall Confidence

The survey also measured leaders' confidence in their ability to articulate AI concepts, strategically leverage AI in current infrastructure, and advocate for meaningful AI integration in classrooms.

Results show strong foundations with 83% expressing confidence in articulating AI concepts.

Post-Training Baseline Survey Results: Overall Confidence (N = 12). Shows three confidence metrics: 'I am confident in my ability to clearly articulate AI concepts and advocate for their strategic value among fellow leaders' - 8% Strongly Agree, 75% Agree, 17% Neutral. 'I feel confident in my ability to strategically leverage AI in our current infrastructure' - 8% Strongly Agree, 58% Agree, 33% Neutral. 'I am confident that I can effectively advocate for meaningful AI integration in our district's classrooms' - 25% Strongly Agree, 58% Agree, 17% Neutral.
Post-Training Baseline Survey Results: Infrastructure & Data Systems (N = 11). Shows three metrics: 'Our district has the technical infrastructure to support AI tools' - 28% Exemplary, 45% Developing, 27% Emerging. 'We have policies in place to protect student data when using AI-powered platforms' - 45% Developing, 55% Emerging. 'Our data systems are integrated enough to support AI-driven insights' - 30% Developing, 60% Emerging, 10% Not Started.

Infrastructure & Data Systems

100% of responding executive leaders indicated that the district’s AI policies are at least at an emergent stage.

One of the highest-rated items focused on the district’s technological infrastructure, with a quarter of respondents rating it as “exemplary.”

Diagnostic Baseline: Areas for Growth

The data revealed striking trends around community engagement and instructional integration, which represent the district's greatest areas needing immediate focus.

Communication & Engagement

A core objective of the session was to develop an initial communication plan, meaning external communication had just begun. The baseline results are informative:

  • Nearly half of executives felt the district had not yet communicated their vision to the broader community
  • One-third felt families had not been engaged at all in conversations about AI

Given that the communication plan heavily emphasized family engagement, we anticipate seeing significant positive traction after the six-month follow-up.

Post-Training Baseline Survey Results: Communication & Engagement (N = 11). Shows three metrics: 'We have communicated our AI strategy to families and community stakeholders' - 55% Emerging, 45% Not Started. 'We are engaging educators, students, and families in conversations about AI use' - 73% Emerging, 27% Not Started. 'We have a plan to address concerns or misconceptions about AI in education' - 9% Developing, 45% Emerging, 45% Not Started.
Post-Training Baseline Survey Results: Instructional Integration (N = 11). Shows three metrics: 'Teachers have access to professional development on using AI tools for instruction' - 27% Developing, 73% Emerging. 'AI tools are being used to support lesson planning, differentiation, or formative assessment' - 9% Developing, 64% Emerging, 27% Not Started. 'We have guidance in place for responsible classroom use of AI tools' - 18% Developing, 64% Emerging, 18% Not Started.

Instructional Integration

Professional development and classroom integration represent key areas for continued growth. While 100% of leaders report at least emerging access to PD, the instructional use of AI tools remains nascent.

Nearly one-fifth of respondents indicated that the district lacks sufficient guidance for responsible AI use in the classroom.

Looking Ahead

These results provide evidence that the project largely achieved the intended outcomes outlined in the logic model. The partnership is currently in talks with the district to continue and gather summative data, with the goal of confirming movement beyond the initial baseline into developing or exemplary levels of AI organizational readiness.