How Can We Be Innovative AND Protect Student Privacy?

In Barrington 220, our commitment to Framework 220 drives us to seek out innovative, authentic learning opportunities that allow student agency. Often, these experiences are powered by a powerful ecosystem of digital tools such as websites, AI platforms, and apps that promise to transform the classroom experience.

Together with administration, building leaders, and staff, we wish to ensure that as we cross into new frontiers of technology, we do not leave student data behind. Under the Illinois Student Online Personal Protection Act (SOPPA), protecting "covered information" isn't just a legal mandate; it's a vital component of the trust we build with our community. By prioritizing data privacy, we ensure that the real-world tasks our students engage in remain safe, secure, and focused on growth.

When someone looking to try a new website signs in with their district email address, they may already be sharing private information without even knowing it.

When you or your students "Sign in with Google" to websites not previously approved, you may be putting student data at risk. Nearly all "Sign in with Google" requests from non-Google websites ask for permission beyond simple identity. Often, this means full access to your Barrington 220 Google Drive.

Here are some of the permissions Quizlet asks for. These requests coupled with their refusal to sign a SOPPA Agreement protecting our data led to the removal of our subscription to the service. Teachers and students continuing to use Quizlet are subjecting personal and district data to a company which may be selling our data. 

 

 

Key Reminders

• "Sign in with Google" is a Permission, Not Just a Shortcut. When we click "Sign in with Google," we are often granting the website authorization to access student files, rosters, and metadata.
• SOPPA is a Shared Responsibility. Student data privacy isn't just a "Tech Department thing." It starts the moment a teacher or leader considers a new tool for student use.
• "Data as Currency" is a Reality. Many "free" tools sell student data or use it to train AI models. Our district review process and SOPPA ensures we aren't trading student privacy for functionality.
• Innovation Must Include Visibility. By vetting tools centrally, we prevent unexpected removal of tools and ensure a consistent, reliable experience for all Barrington 220 staff and students.

Our goal is to foster a culture where innovation and protection go hand-in-hand. Before you adopt a new tool, complete the Barrington 220 Request for Apps, Google API, and Services Google Form to begin the required review process by the Technology & Innovation Department. By working together, we ensure that our innovative tools deliver safe and successful learning experiences for our students.

IDEACon 2026: Big Ideas and Practical Practices

From February 9–12, 2026, many Barrington 220 staff joined educators from across the region for IDEAcon 2026, a conference that delivered a fast-moving mix of classroom-ready strategies and big ideas for the future. This year, a clear through-line emerged across every session: AI isn’t the point; learning is. The most impactful takeaways weren't about adding more tools to our plates, they were about strengthening purpose, agency, collaboration, and information literacy as our schools navigate an AI-saturated world.

Barrington 220 at IDEACon

Barrington 220 was well-represented by 33 attendees from across our schools and departments. Attendees represented nearly all of our schools. 

• Barrington High School
• Barrington Middle School—Prairie
• Barrington Middle School—Station
• Countryside
• Grove Street
• Hough Street
• Lines
• North Barrington
• Roslyn Road
• ELC

Teacher Librarians, instructional coaches, classroom teachers, LTAs, STEM teachers, and district leaders all attended to bring back diverse perspectives.

Conference Highlights (from our Barrington 220 staff)

A few themes emerged from the notes shared from the attendees. The themes reinforced our district's commitment to innovation and Framework 220.

• "Be a Lighthouse" Leadership—Kunal Dalal pushed an optimistic, ground stance: Explore, create joy, and most importantly don't do AI work in isolation—process it with colleagues and the community.
• AI for Workflow, Not Replacing Thinking—Multiple sessions focused on workflows using Google tools, Gemini Gems, and sources researched with NotebookLM to support learning and teaching.
• Creation over Consumption—From video storytelling (Google WeVideo) to Canva creations, the most innovative sessions treated media and tools as a pathway to student voice, learner agency, and authentic learning.
• Information Evaluation as a Core Skill—Sessions offered reframed media literacy for the AI era and highlighted the need to teach students to evaluate sources, purpose, authority, and evidence.

Major Takeaways from Barrington 220 Staff

Shannon Feineis from BHS captured the heartbeat of the keynote: AI use is risky when done alone. We stay more grounded when we sit with a colleague and talk through what we’re finding and building. She also captured practical ideas for using Gemini Gems to store context for repeated tasks and Gemini Canvas to build interactive learning games.

Jen Parisi from Roslyn brought back one of the most actionable frameworks: deciding when to emphasize the potential of technology versus the power of collaboration. Two of the catchiest strategies were "Talk then Tech" and "Close with Closed Screens."

Laura Winter from Prairie hit three district priorities: STEAM with purpose, evaluating information via the TRAPPED framework, and "building the info first" before using AI to generate media.

Moving Forward Together

Just like our recent Institute Day, the learning from IDEAcon moves us from "that was interesting" to "here is what we are going to do next." Whether the focus was inquiry, reflection, or new classroom tools, the work connects directly back to our instructional practices and to Framework 220.

Barrington 220 Joins Purdue and Apple to Pioneer the Future of Spatial Computing

Barrington 220 is stepping into a new dimension of learning. Recently, our district joined a select group of educational leaders from across Illinois, Wisconsin, and Indiana for an exclusive invitation to Purdue University’s new Spatial Computing Lab.

Developed in partnership with Apple, this state-of-the-art hub is designed as a collaborative ecosystem where students create immersive 3D content and faculty explore groundbreaking research methods. By witnessing Purdue’s implementation firsthand, Barrington leadership gained vital insights into the "lessons learned" and best practices for bringing this cutting-edge technology into a PK–12+ environment.

Bringing the Vision to Barrington 220

The timing of this collaboration couldn't be better. Following our district's acquisition of 12 Apple Vision Pro devices last year, we are ready to move from the testing phase to the hands-on phase.

Our goal is simple yet ambitious—to discover ways that spatial computing can redefine the classroom experience. Among other ideas, we want to empower:

• Students to present their ideas in 3D "canvases" and engage with complex subjects through immersive visualization.
• Staff to utilize infinite screen real estate to teach, evaluate, and inspire in ways that were previously impossible.

 Get Involved: Summer U 2026

We know that the best technology is only as effective as the educators who lead it. To support our staff in this transition, we are thrilled to announce an upcoming Summer U course dedicated to the Apple Vision Pro.

This hands-on workshop will allow high school teachers to:

• Experience the hardware and navigate the visionOS interface.
• Collaborate with peers on how to integrate spatial apps into existing curricula.
• Explore new pedagogies that move beyond traditional digital tools.

Keep an eye on the Summer U catalog for registration details. This is your chance to be at the forefront of a new possibility in educational technology.

The Department of Tech & Innovation Welcomes Director of Technology Services Tony Dotts

At the March 3, 2026, Board of Education meeting the Board approved our district’s new Director of Technology Services, Mr. Anthony Dotts, who will begin next school year.

Anthony (Tony) Dotts currently serves as Information Security Manager in Community High School District 99 in Downers Grove, where he is the district’s strategic Information Technology and cybersecurity leader, ensuring operational continuity, risk resilience, and alignment with district priorities. Prior to this role, Mr. Dotts served as District Systems Administrator at Hinsdale Township High School District 86. 

Mr. Dotts brings both strategic leadership and deep technical expertise developed across two school districts. He leads a comprehensive cybersecurity program that aligns directly with instructional priorities, operational continuity, and regulatory compliance. His work spans district-wide risk assessments, executive-level data-informed decision-making, and the design of resilient frameworks, policies, and security architectures that reduce cybersecurity risks. 

Mr. Dotts will join us officially on July 1, 2026, when he will take over for Mr. Russ Vander May who is retiring from Barrington 220 after over 20 years in our district.

Barrington 220's February Institute Day: Authentic Learning, AI, and Choice PD!

On February 13, 2026, Barrington 220 staff came together at Barrington High School for an Institute Day designed as a choice-based professional learning day aligned to Framework 220 strategic priorities,. The offerings that day included a strong emphasis on Authentic Learning and AI for learning.

Personalized Learning Experience for Our Teachers

This Institute Day modeled the kind of learning we want for students—voice and choice, relevance, and meaningful outcomes. Staff practiced learner agency by selecting among a wide range of sessions (morning and afternoon blocks for middle school, high school, and BTP; morning blocks for ELC and elementary) and followed through-lines that matched their goals. 

Authentic Learning and AI

Staff members from the Authentic Learning Leadership team created and offered Authentic Learning sessions that focused on HOW to add authentic learning strategies (Multidisciplinary, Student-Centered, Problem-Based, Real-World Task, Real-World Audience, Transferability, Personal/Cultural Relevance, Active Engagement). AI Task Force members created and led Artificial Intelligence (AI) sessions to help educators work smarter and support students more meaningfully.

Two Keynotes

We were fortunate to learn with two featured guests:

Dr. Sabba Quidwai challenged us to see AI not as “just a tool,” but as something we can partner with intentionally, ethically, and creatively, while protecting what matters most—human creativity, agency, trust, and connection. Her message centered on design thinking as a human advantage in a world with AI. Feedback from Barrington 220 staff shared how authentic her message was and how well she brought big, philosophical ideas around AI into the classroom.

Dr. Linda DeYounge provided practical strategies and workshop-style support for creating high-quality learning experiences that translate directly into classrooms and teams. She supported attendees during double-period workshop sessions that empowered our Barrington 220 staff to begin to implement AI skills and our AI tools like Brisk, Snorkl, Gemini, and NotebookLM.

Authentic Learning by Design

The session lineup made the Authentic Learning connections unmistakable. Across the day, educators explored practices that align directly to our district definition and direction, especially around student agency, meaningful tasks, reflection, and real audiences.

A few examples from the choice sessions menu:

• Practical Inquiry: integrating inquiry-based learning and student choice into current units 
• The Power of Student Portfolios: increasing student access, voice, and choice 
• Authentic Advocacy: building student voice in policy argumentation (with AI tools) 
• Spark Curiosity and Starting with Empathy: building authentic engagement from the start 

AI for Learning: Skills and Tools

AI showed up across the day as something we use to strengthen the learning process, not replace it. Educators had options ranging from “getting started” to more advanced instructional design:

• Design Thinking for Schools: Prompting and Partnering with AI (Dr. Sabba Quidwai) 
• AI Tools Playground and NotebookLM Playground for hands-on experimentation 
• AI writing feedback simulations and designing scaffolded feedback lessons 
• Using tools like Brisk, Snorkl, and NotebookLM to deepen understanding and feedback cycles 

We also reminded staff to check email for our AI Skills resource for students and teachers so this learning can live beyond one day and translate into consistent classroom practice. Our AI Skills are meant to provide teachers and students with specific skills to practice under the belief that we must prompt humans to do the thinking before we ask AI to help.

• Ask (Prompt and Context Engineering)
• Check & Choose (Check the validity of the AI responses and choose what and how to use them)
• Correct (Make changes to the human work)
• Create (Create responsibly with AI)
• Connect (Made connections across content areas with the help of AI)

One of the most meaningful design choices for the day was ending the day with Department AI-Guided Reflective Practice on Authentic Learning Implementation, facilitated by department chairs/team leaders. That structure matters. It moves us from “That was interesting PD” to “Here’s what we are going to do next together based on our learners, our curriculum, and our goals.”

The day was about moving Barrington 220 forward through the choices staff made, deepening Authentic Learning, and exploring AI for learning. Whether the focus was inquiry, reflection, portfolios, feedback, or classroom tools, the work connects directly to our learners and to Framework 220. 

Dr. Sabba Quidwai SPARKs Authentic Learning and Student Agency through AI

Barrington 220 was honored to welcome Dr. Sabba Quidwai, an educator and the current CEO of Designing Schools, as a part of our February 13 2026, Institute Day. Dr. Quidwai works with school districts, universities, and organizations to design human-centered, future-ready learning environments. During her presentations in our district, she challenged us to think differently about Artificial Intelligence (AI) to view it not as a threat, but as a catalyst. Her message centered on two of Barrington 220’s Framework 220 themes—Authentic Learning and Student Agency. The future, she reminded us, will belong to those who can build, adapt, and think independently.

Dr. Quidwai emphasized that AI is evolving at a pace unlike anything we have seen before. In just a few years, AI has progressed from delivering basic errors in writing and math problems to writing software, analyzing complex information, and supporting professional workflows. She described a widening divide between those deeply immersed in AI development and those who are not yet aware of how quickly AI is advancing. Rather than reacting with fear, she urged educators to focus on what we can control. That begins with strengthening meaningful learning experiences for students.

She cautioned that the traditional “playbook” of school—get good grades, attend a good college, find a stable job—may point students toward roles that are most exposed to areas where AI might have the greatest impact. She reminded us that while education still matters deeply, some the skills we have taught historically are shifting. Curiosity, adaptability, collaboration, and initiative have become more valuable than routine task completion.

According to Dr. Quidwai, AI raises the importance of Authentic Learning rather than diminishing it. When information is abundant and instantly generated, value shifts from finding answers to applying ideas. Students must engage in real-world problem solving, meaningful creation, and purposeful collaboration. AI can accelerate parts of the process, but it cannot replace relevance or purpose. She encouraged us to view AI as a teammate within authentic tasks. When students design solutions, create for real audiences, and reflect on impact, AI becomes a support tool rather than a shortcut. Without authenticity, AI simply speeds up surface-level work; with authenticity, AI deepens exploration and supports iteration.

Another central theme of Dr. Quidwai’s presentations was Student Agency. She shared research suggesting that only a small percentage of students graduate as “high-agency” learners, while the majority become “compliant achievers” or “quiet passengers.” In an AI-driven world, compliance is not enough. She reframed a common concern: the issue is not that students “aren’t thinking,” but that many have not been taught to exercise their own agency. If students use AI to replace their thinking, growth declines. If they use AI to debate ideas, refine drafts, and test solutions, agency increases.

To model intentional use, Dr. Quidwai introduced the SPARK framework. Rather than treating AI like a search engine, she encourages users to frame their requests clearly: 

• SITUATION—Describe the current state or context in which you’re operating.
• PROBLEM—Identify the specific problem or challenge you’re facing.
• ASPIRATION—Articulate your desired outcome or vision for success.
• RESULTS—Define the specific, measurable results you hope to achieve.
• KISMET—Share 3–4 ideas that I can use to get kickstarted.

This structured approach transforms AI from a shortcut tool into a collaborative design partner.

Dr. Quidwai presented an excellent example of how poorly framed prompts often lead to disappointing outcomes, which then reinforce negative narratives about AI. When educators and students provide detailed context and desired outcomes, AI tools can generate far better guidance. Teaching students how to use SPARK equips them with a decision-making framework.

Finally, Dr. Quidwai reminded us that AI is not just another classroom tool, it represents a shift in how work is done across industries without the need to abandon rigor. She called on educators to strengthen agency, clarify outcomes, and design learning experiences that require thinking, creating, and collaborating. AI should be integrated thoughtfully, aligned to mission and purpose.

As Barrington 220 continues our work in Authentic Learning and Student Agency, Dr. Quidwai’s message offers clarity. Our responsibility is not to predict every future job, but to cultivate adaptable, reflective learners. When students understand how to work with AI intentionally, technology becomes an amplifier of human potential.

The following sketchnote captures many of the themes I found important and/or interesting in Dr. Quidwai’s presentations. This link includes a video of the sketchnote being created.

Boost Whiteboard! A New Feature to Check Out in Brisk! by Jen Parisi

This article was submitted by guest author Jen Parisi, a K–5 instructional coach at Roslyn Road Elementary and member of the AI Task Force.

Brisk Boost Whiteboard is a newly launched feature designed to make student thinking visible in real time. Brisk Whiteboard allows students to show their thinking, while teachers view responses and progress in real time to see how their students are developing towards the targeted learning objectives. Boost Whiteboard offers a new way for students to communicate problem-solving, evidence, explanations, and more.

Boost Whiteboard: Students Choose their Feedback Path

Boost Whiteboard gives students a choice in how they receive feedback, empowering them to grow as independent learners. Embedded directly in Boost Whiteboard is Brisk Boost, the chatbot feature, which engages students through scaffolded, responsive dialogue. As students work, they can choose the type of feedback that best supports their learning. Students may launch the chatbot for clarification and guided support or submit their work to receive AI-generated feedback, all while interacting within the Boost Whiteboard. This flexibility allows students to access feedback when needed while maintaining ownership of their thinking and problem-solving. 

The images below show how students can choose to Get Help or Check Work. 

Here is a student-facing video of how a student uses Boost Whiteboard and receives feedback.





Brisk Boost Whiteboard Set-Up for Teachers

Teachers create the Brisk Boost Whiteboard activity with the autonomy select and upload specific criteria: grade level, standards, rubrics, and customize the AI-generated feedback and scaffolding.

Teacher Data Insights & Analytics & Next Steps

Brisk Boost Whiteboard includes teacher-facing data insights that support instructional decision-making. Teachers can view student responses in real time, identify patterns, and use this information to guide next instructional steps.

Teachers receive clear snapshots of whole-class strengths and areas for growth, along with individual student progress. The images below show examples of both whole-class data and individual student views. In the individual student view, teachers can see how students are progressing toward targeted learning objectives, as well as real-time Boost Whiteboard activity and Brisk Boost scripts when students choose to use this type of feedback. Insights from students’ interactions with the Brisk Boost chat will inform next steps in instruction.





Removing Barriers with Language and Accessibility Options

Brisk currently supports 55 language translations, increasing access for multilingual learners. Speech-to-text enables students to respond by voice, removing typing as a barrier. The audio feature enables students to hear Brisk Boost’s questions and feedback read aloud, supporting comprehension and engagement for all learners. 

Video Link to Languages and how to access for teachers.

How do I access Brisk Boost?

New to Brisk? Start here! AI Tools and Guides

Briskteaching.com/login

Brisk Extension icon

Want to Learn More? 

Here is a link to a complete video overview from Brisk.

If you would like to learn more about Brisk Boost Whiteboard, please watch the linked video created by Brisk. Your building instructional coaches and LTAs are here to support you!

How Gemini and NotebookLM Are Actually Changing Our Classrooms

Let’s #BReal for a moment. (You see what I did there?)

It’s been a wild eighteen months, hasn't it? Since I started back in Barrington 220, we’ve mostly continued the meaningful work led by Ty Gorman and tried to stay ahead of the rushing waves of change brought on by advancements in AI. We’ve spent a lot of time (rightfully so!) worrying about academic integrity, updating our AI Guidelines, and wondering if the essay is dead.

But while we were busy updating policies, the tools changed too. The new features in Gemini and NotebookLM aren't about doing the work for students. They are about making students think harder.

We watched four videos from Google for Education on Gemini and NotebookLM so you don't have to (though they are linked below). Here is your practical, step-by-step guide to using these tools to break the silence in your classroom. Guided Learning is available for students in Grades 7-12.

1. The "Seminar Spark" (Live in Class)

The Problem: You know that feeling when you ask a deep, complex discussion question and get hit with the "Wall of Silence"? It’s not that students don't car. Often, they’re just afraid to be the first one to be wrong.

The Fix: Use Gemini's Guided Learning mode as a "Guest Speaker."

How it Works:

In the video, they show a feature that changes Gemini from an "Answer Engine" (which dumps text) into a "Tutor" (which asks questions).

• Step 1: Go to gemini.google.com and select Guided Learning.
• Step 2: Enter a topic. The video uses "Help me understand the impact of inflation on social mobility."
• Step 3: Watch the magic. Instead of writing an essay, Gemini gives a short definition and then asks a targeted question to check understanding. 1
• Example: "If prices rise faster than wages, who gets hit hardest?"
• Step 4: The Fishbowl. Don't answer it yourself! Put this on the projector. Ask the class, "How should we answer this?" Type in their response—even if it's flawed. Gemini will "stress test" their logic, pointing out gaps without judging them.

Why we love it: It takes the pressure off. Students aren't debating you; they are debating the machine. It builds confidence before they have to speak up in a real seminar.


2. The "Socratic Tutor" (For Study Time)

The Problem: Students often don't know how to study. They just re-read their highlighted notes, which (let's be honest) doesn't really help with retention.

The Fix: NotebookLM creates a tutor that only knows your class material.

How it Works:

Unlike ChatGPT, which knows the whole internet, NotebookLM is "grounded." It only knows what you upload.

• Step 1: Create a Notebook and upload your unit readings (PDFs, Slides, Google Docs).
• Step 2: Open the Studio Panel (look for the sparkle or notebook icons).
• Step 3: Click the Quiz Tile.

Result: It instantly generates a multiple-choice quiz based exclusively on your uploaded documents. No random internet facts—just your curriculum.

The "Socratic" Twist:

Don't just let students ask for answers. Give them this prompt to use:

"You are a strict but fair tutor. Quiz me on these documents. Do not give me the answer. If I am wrong, provide a subtle hint."

This turns a passive review session into an active drill.

3. A Real-World Example: The "Cold Case" Unit

Let's look at how you could combine these tools for a killer lesson. Imagine you are teaching a unit on Media Literacy or Forensics, and you're using that famous video: "Truck Driver Disappeared on a Rural Route in 1993."

The Setup:

Get the transcript of the video (where the witnesses talk about the timeline, the weather, the weigh station).

Upload that transcript into NotebookLM.

The Activity:

• Tell students they are the detectives. They have to interrogate the Notebook to find inconsistencies.
• Student: "Where was he at 9:00 PM?"
• NotebookLM: "The transcript doesn't say. The last confirmed sighting was 8:15 PM at the diner."
• Because the AI is "grounded" in the transcript, it forces students to stick to the evidence. They can't fake it. They have to engage with the text.

4. Data Visualization (Making Boring Reports Look Good)

The Problem: We want students to be data literate, but staring at a 20-page dense report on cryptocurrency or census data is...dry.

The Fix: Use NotebookLM to convert text into Tables.

How it Works:

The "Data Visualization" video shows a great workflow for this: 

• Step 1: Upload a complex report (the video uses a crypto market report).
• Step 2: In the chat, ask it to "create a visually streamlined asset. "It identifies the top stats immediately.
• Step 3: Go deeper. Click the pencil icon to edit and ask for a specific table: "Create a summary table comparing the primary drivers of adoption for the US, Europe, and Emerging Markets."

The Result:

NotebookLM spits out a perfectly formatted Markdown table comparing the regions side-by-side.

Teacher Move: Have students upload a lab report or a historical primary source and ask them to generate a comparison table. It teaches them to synthesize data, not just read it.

5. The Important SOPPA Stuff (Please Read!)

We can't finish a post without talking about data privacy!

• Closed Context: The best thing about NotebookLM is that it's a "Closed" system. When you are in our Google Workspace for Education domain, data isn't being used to train the public model.
• Sharing: When you share a Notebook link with students, you are sharing the Documents, not the Chat History. They can't see what you asked, and you can't see what they asked. This is great for privacy AND it gives every student a safe space to ask "dumb questions" without fear of judgment.
• Reminder: As always, please do not upload student PII (grades, IEPs, names) into these tools.

Ready to Try It?

If you create a cool Notebook for your class, let us know! We’d love to feature your work!

Authentic Learning+AI on 2-13-26. You're going to LOVE it!

Our February 13, 2026, Institute Day is coming fast, and it is shaping up to be a practical and inspirational learning day. This day is about strengthening what we do best in Barrington 220—great teaching, strong relationships, and learning experiences that help students think, create, and communicate. Authentic Learning and AI (Artificial Intelligence) will be part of the day, but the real focus is building our shared skill set so we can use AI in ways that are aligned to our values and our Learner Profile.

The anchor topic for the day is our Barrington 220 AI Skills. These skills are about what students and staff should be able to do with and around AI, not just which tools to click. In other words, asking better questions, evaluating output, checking for accuracy, noticing bias, using AI for feedback and iteration, and making smart choices about when AI helps and when it gets in the way. The goal is consistency across classrooms so staff AND students build confidence over time, across subjects and grade levels. And, if you join an AI Task Force member-led session on February 13, you should expect to walk out with something you can use the next day that connects directly to those skills.

We are also excited to learn with one of our keynote speakers, Dr. Sabba Quidwai. A former colleague of mine at Apple, Sabba’s work sits right at the intersection of innovation, human advantage, and what learners need in a world shaped by AI. She will push us to keep the focus on the uniquely human parts of learning: creativity, empathy, identity, decision-making, and purpose. She is not coming to hype tools. She is coming to help us think differently about how learning is designed, how we build student agency, and how we create authentic learning experiences that help teachers and students thrive. If you have been wondering how to balance AI with authentic learning, Sabba is going to help us connect those dots.

Linda DeYounge from LTC will help us stay grounded and practical. Linda has worked with educators across Illinois who are navigating the same questions we are: What does responsible use look like? How do we build staff confidence without overwhelming anyone? How do we support students in using AI in ways that strengthen learning instead of shortcutting it? She brings a clear-eyed view of what is working in real schools, with real constraints, and real kids. Expect ideas you can actually implement, not just a philosophical conversation.

But, the true highlight of the day is that many choice sessions will be led by our own Barrington 220 AI Task Force members. These are educators who have been testing strategies, learning alongside students, and building a library of examples that connect AI tools to strong instruction. You will see sessions that reinforce our AI Skills through everyday classroom moves—planning, feedback, student reflection, and revision cycles. You will also see simple ways to teach quick AI literacy moments without creating a whole new unit, like using teachable moments about bias, hallucinations, and how to improve prompts through iteration.

On February 13, 2026, bring your curiosity and one small instructional challenge you want to improve. Something like giving faster feedback, helping students revise writing, supporting productive struggle, making group work tighter, or building student reflection. If we pair that real need with our Barrington 220 AI Skills and the experts in and out of our district, we can make progress that lasts far beyond one Institute Day.

Ready, Set, Kindergarten

Kindergarten registration for School Year 26–27 is officially underway!

Do you know a family living within our district boundaries who has a child turning five years old on or before September 1?

If they missed completing the Ready, Set, Kindergarten pre-registration and are unsure what to do—or are concerned because they did not receive a customized Online Registration link—please have them contact registration@barrington220.org for guidance and next steps.

Please do not share the registration link that was emailed to families who completed pre-registration, as using another family’s link will cause significant delays in application processing.

For more information, please visit Ready, Set, Kindergarten.

Thank you for helping us ensure a smooth registration process for all families.

Professional Development Opportunities from Kelly Key!

Key's Quick Tips from Kelly Key, Assistive Technology Coordinator for Barrington 220

 

Institute Day on 2-13-26

 

Please consider joining Kelly Key’s sessions on the February 13, 2026, Institute Day! All sessions held in W-115 at Barrington High School.

• 8:00 AM & NOON: Access for All: iPad Tools to Support Struggling Readers and Writers in Accessing the Curriculum—including new tools! 
• 9:00 AM & 1:00 PM: Increasing Comfort and Confidence in Supporting Your Students with Core Vocabulary and AAC
• 10:00 AM: Hands-On Exploration and Tips for Supporting Students Using the LAMP Words for Life App

Infinitec Webinars 

 

Infinitec Webinars are a great way to get your PD Credit for your renewing your certificate! 

Check out all of the free webinars Infinitec is offering this year. If you watch them live, you receive a PD certificate to put towards your teaching certificate renewal! www.myinfinitec.org/events

There are also terrific videos on various special education topics on their website that you can get PD credit for.  Create an account with your district email, click on Online Classroom, and search for any topic you are interested in!  Once you watch the video, you will take a quiz, and then you will receive your certificate! www.myinfinitec.org/dashboard