DESCRIPTION:

‍ ‍LIFToFFS has become one of Wisconsin's emerging models for reimagining classroom learning through personalized instruction, authentic inquiry, durable skill development, and thoughtful integration of artificial intelligence. But an important question remains: What does emerging evidence from this model tell us about conditions for LIFToFFS success?

In this session, researchers from the American Institutes for Research (AIR) and leaders from the LIFToFFS Learning Collaborative will share findings from the first pilot study examining educator and student experiences within LIFToFFS classrooms. Rather than evaluating AI as the intervention itself, the study explored how AI functions as one component of a broader human-centered model designed to increase student engagement, personalize learning, and support educators in transforming classroom practice.

Participants will gain an inside look at the study's design, methodology, and key findings, including what surprised researchers, what challenges emerged, and what early evidence suggests about the role of AI within innovative learning environments. Presenters will also demonstrate classroom experiences from the LIFToFFS model and engage participants in reflecting on how their own schools evaluate emerging technologies and instructional innovations.

Designed for educators, school leaders, board members, and policymakers, this session offers an evidence-based conversation about moving beyond AI adoption toward thoughtful implementation informed by research. Whether participants are familiar with LIFToFFS or encountering it for the first time, they will leave with practical insights into how formative research can guide innovation and continuous improvement in Wisconsin schools.