Getting Started with the AI-PLC Agent
Step-by-step guidance for preparing inputs, using the PLC Assistant, and reviewing reports.
A Calculator for PLCs
Make More of Your PLC Time
Build shared clarity before instruction. Use evidence to plan what comes next.
The AI-PLC Agent helps educators examine student work in relation to the Task and Success Criteria, consider possible feedback, and plan instruction together. Structured protocols support the team's inquiry; educators check the evidence and decide what to use.
For teachers, PLC teams, instructional coaches, school leaders, and MTSS teams.
The Old Way
PLC time spent organizing submissions
Patterns scattered across individual responses
Feedback drafted from scratch
Instructional planning disconnected from the evidence
The AI-PLC Way
Evidence summaries that help teams focus their review
Possible patterns connected to shared Success Criteria
Draft Glows, Grows, and questions for educators to check and adapt
Instructional options for the team to examine against the work
The Agent contributes analysis and suggestions. Educators examine the original work, challenge unsupported interpretations, and determine the feedback and instruction students receive.
Choose a Protocol
Build Clarity
Unpacking for Clarity
Develop a shared understanding of standards, learning targets, and Success Criteria. Explore task ideas, questions, and instructional strategies that educators can review for curriculum alignment before use.
StartExamine Evidence Against the Task's Success Criteria
Class Snapshot
Examine a class set of work through shared Success Criteria. The report brings together possible strengths, misconceptions, task-specific performance-band suggestions, and instructional priorities for educators to verify and use in whole-class or small-group planning.
StartClass Action Report
Includes the Class Snapshot components plus draft Glows, Grows, and reflection questions for individual responses. Educators can use the PLC Assistant to revise these suggestions while names remain masked. They check the feedback against the original work and decide what to communicate.
StartTeacher Playbook
Includes the class analysis and feedback suggestions, with additional lesson ideas, teacher moves, scaffolds, learning goals, progress-monitoring suggestions, and a planning summary. Educators can ask the PLC Assistant for alternative strategies or more or less detail, then select and adapt the support to fit their curriculum and learners.
StartChoose the Protocol That Fits the Question
Each class protocol can be run on its own. Choose the depth of support your team needs; you do not need to run one before another. All three require educator review of the evidence and outputs.
Plan the PLC's Next Steps
PLC Mastery Pulse Report
Bring class reports together to examine patterns in the submitted task evidence, consider shared instructional priorities, and plan a collective response. Teams check whether tasks and criteria are comparable before interpreting differences. The report is for collaborative inquiry, not rating teachers or establishing students' overall mastery.
StartExplore sample outputs to help you choose the right level of support for your team.
See Example Reports (opens in a new tab)From Evidence to Instructional Planning
A streamlined workflow designed for busy educators
The platform is built around structured protocols that help teams move from evidence to instructional action.
Step 1
Add Authorized Evidence
Select a roster and provide the Task, Success Criteria, and relevant student work. Use only information your school or district authorizes for this purpose.
Step 2
Check the Inputs
Review the criteria, student matches, missing or incomplete submissions, and privacy check before continuing.
Step 3
Generate and Refine the Analysis
Run the selected protocol and use the PLC Assistant to ask questions, request more or less detail, challenge guidance, or seek different strategies. Draft feedback can also be revised through chat while student names remain masked.
Step 4
Review and Plan
Once names are restored in the completed report, check student-specific suggestions against the original work and Success Criteria. Confirm that requested revisions are reflected accurately. Decide what feedback to share, which students may benefit from working together, and what instruction to provide.
Practical resources
Resources to Support Your Next Steps
Explore practical guides for getting started with the Agent and strengthening collaborative inquiry with your PLC.
AI-PLC Simulation Protocol
A facilitated practice experience for examining evidence and planning an instructional response together.
Built for Real Classrooms
Every feature designed with teacher feedback and student privacy in mind
Student Identity Masking
The workflow uses codenames during student-work analysis and reconnects the report to the class roster through its name-restoration process. Identity masking does not make source files, stored mappings, or every processing stage anonymous.
Interactive Refinement with the PLC Assistant
Chat with the PLC Assistant to ask for more explanation, more or less detail, or a different set of instructional strategies. Question a recommendation and request a revision. You can also revise draft feedback while student names remain masked, using the IDs shown in the analysis.
Support for the Next Lesson
Choose class-level analysis, draft individual feedback, or more detailed instructional planning. Educators determine how the support is used.
Reports for Educator Use
Download reports for authorized instructional planning and PLC collaboration. Reports containing student information must be stored and shared according to school and district requirements.
What the Performance Bands Describe
Beginning, Developing, Proficient, and Advanced describe evidence on a particular task in relation to that task's Success Criteria. They do not label a student or establish the student's overall ability or proficiency.
AI-generated band suggestions are interpretations for educators to examine, not independently educator-assigned judgments. Performance may differ across criteria, tasks, and points in time. A missing submission is not evidence of Beginning performance.
Beginning
Developing
Proficient
Advanced
The bands organize evidence for educator review. Teachers determine the instructional response and any flexible classroom grouping.
Start with the Work Your Team Already Uses
Explore how a structured protocol can support your team's examination of evidence and planning for the next learning opportunity.