Indiana Early College Summit 2026

Place-based education has a place in the rural classroom AND in dual credit classes. PBE provides opportunities to cultivate curiosity, promote community connection, and achieve rigor—all while having fun. In this session, teachers will learn about the history of PBE and how it connects to Universal Design for Learning. See real examples of PBE projects and receive guidance on local resources and partnerships you may not have considered in your own community.

The Evolution of Writing Instruction with AI examines how artificial intelligence is transforming feedback, revision, and student autonomy in secondary English classrooms. Drawing on mixed-methods action research with six sections of 9th-grade English, this session demonstrates how tools like Khan Academy’s Khanmigo Writing Coach expand real-time feedback loops, strengthen higher-order thinking, and reduce teacher workload—all while keeping educators central to the writing process. Participants will explore shifts from traditional, teacher-directed instruction toward collaborative, AI-supported writing ecosystems aligned with TEAL frameworks and modern literacy expectations.

The session will highlight how these AI-driven approaches uniquely benefit Early College students, who must navigate accelerated coursework, college-level writing expectations, and increased independence. Attendees will examine strategies for using AI tools to scaffold advanced writing tasks, personalize feedback for diverse learners, and cultivate academic behaviors—such as revision stamina, metacognition, and self-regulated learning—that support Early College success. Examples will show how AI can help bridge gaps between secondary and postsecondary writing demands, giving students equitable access to the types of iterative feedback common in college environments.

The session further outlines emerging pathways for responsible AI integration, student digital citizenship, and scalable district implementation. Participants will leave with research-grounded insights and adaptable strategies designed to evolve alongside rapid advances in educational AI while supporting all learners, including those pursuing Early College opportunities.

When difficulty feels isolating, unclear, or high-risk, the brain protects itself. However, when rigor is sequenced thoughtfully and grounded in trust, students rise.

This session reframes what it means to ask students to do hard things. Through concrete instructional moves, we will explore how intentional sequencing builds trust, creates confidence, and develops stamina without lowering expectations. By the end of our time together, participants will know how to help students solve challenges that may initially appear impossible using a framework for designing how they will embrace hard things and thrive.

AI use among students is widespread. Teachers and students have to navigate a computerized world that is always changing. Students frequently use AI in their learning, but not necessarily in the correct way. This session explores some district-approved AI platforms and policies alongside practical classroom strategies designed to promote ethical and effective AI use. Here is a link to my presentation

This session will explore how one Early College program has built a strong college- and career-going culture through intentional programming, strategic partnerships, and student-centered supports. Rather than focusing on individual events, this workshop will emphasize the systems, structures, and mindsets that guide effective early college programming and ensure students are consistently exposed to postsecondary opportunities.

Participants will learn how coordinated programming throughout the school year can support key milestones such as postsecondary exploration, decision-making, and financial aid completion. The session will also highlight the value of engaging alumni, families, and community partners to provide students with relevant perspectives and meaningful support. In addition, attendees will hear how collaboration with postsecondary institutions can expand access to resources, advising, and wraparound services for early college students.

As Early College programs work to bridge the gap between high school and higher education, Place-Based Education (PBE) offers a powerful way to make learning relevant, rigorous, and deeply connected to students’ lived experiences. This session explores how teachers from all disciplines can use local environments, community partners, and real-world contexts to strengthen academic learning while promoting a strong college-going culture. The workshop will highlight flexible, low-prep strategies for integrating place-based learning into English, math, science, social studies, arts, and CTE courses. Educators will explore practical examples such as local data investigations, community storytelling, neighborhood mapping, and partnerships with nearby institutions—activities that deepen critical thinking and make academic content feel purposeful.

The rise of generative AI has sparked concerns about academic integrity in K-12 education. In this interactive session, participants will face the challenge of completing a task using AI tools while attempting to outsmart cheating detection programs. This hands-on simulation will provide a unique opportunity to explore the capabilities of AI tools and open up practical conversations about the fears, challenges, and opportunities of using AI in the classroom. Whether you’re skeptical or excited about AI’s role in schools, this session will challenge your thinking and inspire new ideas.

Dual credit teachers across various disciplines are increasingly focused on managing AI-driven academic dishonesty. While timed writing within locked Google Forms effectively mitigates cheating, these exercises also provide essential college preparation by training students to express themselves rapidly and articulately. In this session, learn to configure locked Google Forms, implement student preparation templates, and use a highlighting technique that simplifies grading while fostering student reflection. Explore a student-led progress tracker for "re-works," an iterative process that allows students to refine their original writing and improve their scores prior to final evaluation.

Positive relationships play a critical role in driving strong outcomes for students. Presenters will share how they set high expectations for Early College students while building the support needed to meet them. When the work becomes challenging, those relationships help students stay engaged, seek support, and succeed academically.

We’re still designing and assessing what students produce when we should be measuring how they think. AI has changed that.

As we enter 2026–27, AI is embedded in how students think, write, and complete work—while also making it easier than ever to shortcut the learning process. The question isn’t if students are using AI. Are we measuring the what … or the how?

Grounded in Think It • Show It • Own It, this session introduces a clear, actionable framework (AI Levels: No AI → Tutor → Coach → Thinking Partner) to define responsible AI use, protect student thinking, and bring consistency to how we design and assess learning in Early College classrooms. Participants will leave with practical tools, ready-to-implement systems, and an invitation to join an ongoing cadre of educators continuing this work together.

Because ignoring AI isn’t neutral—it’s a decision. And 2026–27 is the moment to define what counts.

One of the emerging problems Nicolas Boyd noticed in his dual credit chemistry classroom—and really in all classes—is that students lack effective notetaking skills and structures. This session provides teachers with an organizational protocol that has increased student engagement and notetaking skills. It equips teachers with a strategy designed to help students take better notes, process information more effectively, and organize information to help them within the classroom.

The protocol does not focus on existing notetaking strategies, but instead restructures how students interact with content, emphasizing handwriting and slow information processing, while forcing students to read, write, and rewrite. Students are capable of taking great notes—without Powerpoint or Google Slides—they just need a little bit of direction!

The Rigor Roadmap focuses on intentionally training dual credit students to adopt college-level habits through metacognition and ownership. This session explores structural strategies—such as syllabus deep-dives and comparative expectation modeling—alongside instructional techniques like assignment scaffolding and active reading strategies. Participants will learn how to reinforce rigor through frequent, specific feedback and student conferences, ultimately creating a classroom culture where students take the lead in higher-order thinking and engagement.