This article highlights work underway at P.S. 083 Donald Hertz Middle School in New York City, where curriculum, assessment, professional learning, and technology are being integrated to give teachers more timely information about student learning and help them respond to students’ needs.
At the center of the work is Kiddom Atlas, an AI-enabled instructional layer that helps teachers identify patterns in student thinking as students work through mathematics problems. Real-time dashboards surface where students are making progress and where they may be struggling, giving teachers information they can use to adjust instruction, provide targeted support, or bring students together for small-group work.
The approach combines Illustrative Mathematics curriculum, Kiddom’s instructional platform, Teaching Lab’s job-embedded professional learning, and assessments and student-learning insights from Achievement Network (ANet). Together, these elements are designed to create a more coherent instructional system rather than adding standalone technology to the classroom.
Teachers remain central to how the technology is used. The tools are intended to strengthen teachers’ ability to interpret student thinking, make instructional decisions, and spend more time working directly with students rather than automate teaching or replace collaborative classroom learning.
The work at P.S. 083 illustrates how AI-enabled tools, curriculum, assessment, and professional learning can work together to support stronger teaching and student engagement. Math proficiency at the school increased from 55 percent to 62 percent over approximately a year and a half, with the article noting that the progress reflects a combination of factors, including the contributions of the Kiddom Atlas partnership.
