emery school district digital teaching and learning plan · october 13 – 14, 2016 grants reviewed...
TRANSCRIPT
1
Emery School DistrictDigital Teaching and
Learning Plan
Utah State Board of Education
Digital Teaching and Learning Grant Program
Qualifying Grant Application and Rubric
FY 2017
Full Applications Due:
Review Period One: Friday, October 7, 2016, 5:00 p.m. - All Local Education Agencies (LEA) are recommended to
submit on this date
Review Period Two: Friday, November 11, 2016, 5:00 p.m. (Resubmission Date)
Copies of this application and rubric and support materials are on the Utah State Board of Education website at: http://schools.utah.gov/EdTech/
Contact: Sarah Young Rick Gaisford
Coordinator Digital Teaching and Learning
Education Technology Specialist
Utah State Board of Education Utah State Board of Education
250 East 500 South PO Box 144200
250 East 500 South PO Box 144200
Salt Lake City, UT 84114 - 4200 Salt Lake City, UT 84114 - 4200
Phone: (801) 538-7959 Phone: (801) 538-7798
[email protected] [email protected]
2
Fast Facts for Submitting a Competitive
Grant Application
Digital Teaching and Learning Competitive Grant
AWARDS: Grant activities may begin only after receipt of the grant approval notice. This is anticipated to be December 31, 2016. All grant activities for year one must end by June 30, 2017.
DEADLINE: All applications must be delivered via email to Sarah Young at the Utah State Board of Education Office by 5:00 p.m. on:
- Review Period One: Friday, October 7, 2016, 5:00 p.m. All Local Education Agencies (LEA) are recommended to submit on this date.
- Review Period Two: Friday, November 11, 2016, 5:00 p.m. (Resubmission Date)
Faxed applications will not be accepted.
REQUIREMENTS: To be considered, the Utah State Board of Education (USBE) must receive one electronic copy by the date specified above. E-mail the electronic copy to [email protected]. All email submission will be confirmed with a receipt email from USBE within 24 hours. It is the responsibility of the LEA to follow up with USBE to confirm the receipt of the application by the articulated due date. The narrative sections of the proposal must be double-spaced and not smaller than 11-point.
3
QUESTIONS REGARDING THE GRANT PROGRAM/APPLICATION MAY BE DIRECTED TO:
Contact: Sarah Young Rick Gaisford
Coordinator Digital Teaching and Learning
Education Technology Specialist
Utah State Board of Education Utah State Board of Education
250 East 500 South PO Box 144200
250 East 500 South PO Box 144200
Salt Lake City, UT 84114 – 4200 Salt Lake City, UT 84114 - 4200
Phone: (801) 538-7959 Phone: (801) 538-7798
[email protected] [email protected]
Utah Digital Teaching and Learning Grant Program Timeline
FY 2017 Grant Application Period
Date: Action:
June 7, 2016 Review Grant Planning Template Released and LEA’s begin to Choose and start Digital Learning Readiness Assessment Tool
July 18, 2016 Release of final application form, budget guidelines, and evaluation rubric for LEA plan development
September 19 – 30, 2016 All LEA’s must attend one of the eight state 2-day Bootcamp for Digital Teaching and Learning
October 7, 2016 All LEA Round One applications must be RECEIVED by Friday, October 7, 2016, 5:00 p.m.
4
October 13 – 14, 2016 Grants reviewed and given preliminary recommendations by Digital Teaching and Learning Advisory Board.
November 3 – 4, 2016 Round One applications reviewed by the Utah State Board of Education with action outcomes for approval or declination.
November 11, 2016 Resubmission Round Two applications must be RECEIVED by Friday, November 11, 2016, 5:00 p.m.
November 17 – 18, 2016 Grants reviewed and given preliminary recommendations by Digital Teaching and Learning Advisory Board.
December 1 – 2, 2016 Round Two applications reviewed by the Utah State Board of Education with action outcomes for approval or declination.
December 31, 2016 Award letters issued for FY 2017 approved applications.
June 30, 2017 Conclusion of FY 2017 year one award. Year One Annual Report due to USBE for review.
Vision and Guiding Principles
Vision ● Change and improve the culture of public education, classroom instruction, student and
parent engagement, teaching and learning processes. ● Support the Utah Core and provide systemic support for student engagement and
classroom innovation. ● Provide access (teacher, student, and home) to quality digital curriculum, learning
management support structures, collaboration systems, formative assessment systems, ongoing access to proven software, instructional practices research.
● Prepare students for college and careers including an emphasis on higher-order problem solving across the curriculum.
● Broaden STEM career path options for students. ● Support the drive toward on-demand, 24/7 learning and the flipped classroom. ● Drive economic development by providing students the skills and experiences they need
to give Utah companies the quality workforce that they need. ● Move towards 66% by 2020 P.A.C.E. Goals.
5
Guiding Principles ● Recognize the complexity and significance of the change management process required
for success. ● Technology supports, not supplants, excellent teaching. The key to quality instruction is
the teacher. ● Public schools are managed by elected local boards with their own policies, priorities
and constituents who prefer local control of the education system for their students. ● Changes to processes require thoughtful planning and preparation to maximize success. ● Sustained ongoing funding and negotiating multiple state contracts provides economies
of scale in support of local purchasing control. ● Build on the infrastructure investments and planning teams (including administrators,
teachers, parents and students) LEAs have in their schools. ● Provide flexible implementation frameworks for LEAs to craft their technology vision for
teaching and learning that includes meeting their needs for equipment, software/curriculum, professional development, infrastructure upgrades, technical support and refresh.
● Leverage LEA expertise in crafting technology processes and digital curriculum for evolving local needs.
For the past four years, the state of Utah, including the local school systems, the USBE, UETN, and the Legislature have been working to best leverage the power of technology for learning. The Legislature created and charged the Utah Digital Teaching and Learning Task Force to combine these efforts to create the following Master Plan for Utah.
6
Application Requirements Before an LEA submits an LEA plan to the advisory committee for approval by the Board, an LEA shall:
1. Visit http://www.uen.org/digital-learning/, and read Utah’s Master Plan: Essential Elements for Technology Powered Learning.
2. Complete the readiness assessment required in Section 53A-1-1405 (Please note that this assessment takes 4-8 weeks to complete)
3. Complete the Full Application (released July 18, 2016) in cooperation with educators, paraeducators, and parents.
4. Send an LEA Team to a pre-grant submission September Boot Camp conducted by the Superintendent. Require the following individuals to participate:
a. The school district superintendent or charter school executive director; and b. The LEA’s curriculum director; and c. The LEA’s technology director d. A representative group of school leadership from schools participating in the
program; and e. Additionally, a member of an LEA’s local school board or charter school
governing board and other staff identified by the LEA may participate Registration is available at: https://www.surveymonkey.com/r/UTDigitalLearningBootcamp
Utah Digital Teaching and Learning Plan Requirements For the Utah Digital Teaching and Learning Qualified Grant Program, each local education agency (LEA) will need to submit a comprehensive plan for digital teaching and learning for their community. The plan requires LEA’s to respond to the following elements with narrative, tables, supporting documents, hyperlinks, etc. There is not a page limit for the plans, as the document should align with your existing goals and infrastructure. To submit a plan to USBE for funding consideration, please respond to each of the following components, which are described in full detail after the overview outline:
LEA Overview: I. LEA’s Results on the Readiness Assessment Required in Section 53A-1-1404 II. Inventory of the LEA's Current Technology Resources, Including Software, and a
Description of How a LEA Will Integrate Those Resources into the LEA's Implementation of the Three Year Proposed Program
7
LEA Capacity and Goals: III. Statement of Purpose that Describes the Learning Objectives, Goals, Measurable
Outcomes, and Metrics of Success an LEA Will Accomplish by Implementing the Program
IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes
Digital Curriculum – Instructional Tools V. Description of High Quality Digital Instructional Materials with a Three Year Plan for How
an LEA will ensure that Schools Use Software Programs With Fidelity VI. Detailed Three Year Plan for Student Engagement in Personalized Learning Including a
Three Year Plan for Digital Citizenship Curricula and Implementation
Personalized Professional Learning VII. Professional Learning
Assessment – Measurable Outcomes VIII. Three Year Plan for how an LEA will Monitor Student and Teacher Usage of the
Program Technology
Robust Technical Infrastructure IX. Three Year Plan for Infrastructure Acquisition and Process for Procurement and
Distribution of the Goods and Services an LEA Intends to Use as Part of an LEA's Implementation of the Program
X. Technical Support for Implementation and Maintenance of the Program
Data and Privacy XI. Proposed Security Policies, Including Security Audits, Student Data Privacy, and
Remediation of Identified Lapses
Budget and Resources XII. Budget
8
LEA Overview
I. LEA’s Results on the Readiness Assessment Required in Section 53A-1-1404
a. The Master Plan refers to completing the Future Ready Assessment, which can be found here: http://dashboard.futurereadyschools.org/framework Please note that this assessment takes 4-8 weeks to complete.
b. Completion of the assessment will generate a self-assessment report that can be included here to meet the planning requirement.
c. LEA’s may request possible use of another readiness assessment to be approved by the Digital Teaching and Learning Advisory Board. All requests must be received and approved prior to September 1, 2016.
Required Plan Elements (from Suggested Revisions): ● Plan must include a self-assessment summary report from an Advisory Board Approved
Digital Teaching and Learning Readiness Assessment Tool. ● The submitted self-assessment tool needs to demonstrate that all required elements and
data points requested by the tool were provided. Note: The Future Ready Assessment was used for survey data while the North Carolina Digital Learning Progress Rubric was used for overall readiness assessment.
Form a Technology Committee
As we gathered data for our Readiness Assessment, we made sure all stakeholders had
meaningful input. We created a formal Technology Committee which met several times to
discuss our readiness and make plans for future technology needs of the Emery School District.
Below is a list of committee members, their role in our community, and what we anticipate the
role of the committee being.
9
Emery School District Technology Committee ● School Board Member - Royd Hatt ● Superintendent - Larry W. Davis ● Assistant Superintendents - Jed Jensen (Secondary), Ralph Worthen (Elementary),
Ryan Maughan (Student Services) ● Business Manager - Jared Black ● Ed. Tech Leaders - Doug Johnson, Wayne Roberts ● Library/Media - Peggy Johnson, Emery High School ● Elementary School Principal - John Hughes, Cottonwood Elementary ● Elementary School Teacher - Carly O’Neil, Cleveland Elementary ● Secondary School Principal- Doug Mecham, San Rafael Jr. High ● Secondary School Teacher- Eric Mortensen, Emery High School ● School Counselor- Ashley Jensen, Emery High School ● Elementary Computer Aide- Brenda Thomas, Ferron Elementary ● Parent Member- Lori Huntington
Committee Responsibilities ● Meet throughout the school year as needed but at least quarterly ● Work with the District Technology Team to develop a 3-year technology plan and
complete the technology grant application ● Present the committee’s tech grant application to the board for final approval ● Work with the Tech Team in making application revisions ● Work with the Tech Team in launching the tech grant after approval ● Work with the Tech Team in creating a district 5-year technology plan ● Finalize and approve a 5-year plan for presentation to the board ● Monitor both the tech grant plan and the 5-year tech plan and amend as needed ● Review test data related to SAGE and ACT goals ● Address any weaknesses relevant to the test results ● Reward success for advancements toward goals ● Monitor progress of plan goals for:
○ Professional Development ○ Capacity and Infrastructure ○ Additional hardware and software
● Work with community councils in getting stakeholder input
10
11
12
13
14
15
16
17
18
19
PHASE GUIDING QUESTIONS
Explore
● Do your rubric results resonate? ● Any surprises? Why? ● Any disappointments? Why? ● Do you see any correlation or inconsistencies between the
rubric results and other data you have? Why do you think this is the case?
● Our rubric results resonate. ● We were surprised by the quantity and diversity of software being purchased by
individual schools that are not being supported at the District level. ● We noticed a communications gap between the schools and district personnel in
software purchases. This is disappointing as we are working to open better communications channels.
● The data we collected correlates with results we have seen from other data sources.
Interpret
● What do the results mean? How would you summarize the data?
● What is working really well in your district? What is not? ● What are the critical points or trends you saw in the data? ● At your district, who needs to be involved in a discussion
about this data? How can you engage teachers and other stakeholders?
● Based on the data we collected for this Rubric and our software/hardware inventory, we feel we have the data needed to create a comprehensive five-year technology plan in moving forward to get the schools better aligned with their software purchases allowing the District to maintain and standardize the programs offered to students.
● Through our discussions, we feel our five-year computer hardware rotation plan has been very effective, and we will work to bolster the number of devices included in that plan. What has not worked well is, again, our lack of communication between the schools and the district office. Accompanying this lack of communication is a lack of software programs being used to fidelity. With this lack of fidelity, we have not been able to tie software results to SAGE and ACT results.
● The trends seen in our data identify a clear need for better infrastructure in all schools to facilitate the growth in software usage as we develop our plan to create the opportunity for students to reach fidelity on the programs most beneficial in increasing SAGE and ACT scores.
● We have created a Technology Committee which includes individuals representing each aspect of our stakeholder’s group including Parents, Administrators (District level and School level), Teachers, Counselors, Tech Staff, Classified Personnel, and School Board Members.
20
Act ● What does this rubric data tell you about efforts you should
prioritize now? Next school year? ● What changes are you going to make based on this data? ● How do these data inform local policy?
● Our focus for the first year’s funds is to increase infrastructure with more capacity and better device availability.
● We will also implement a cohesive Professional Development plan. ● This data will be included as we initiate our five-year technology plan as it gives us an
idea of where we are and where we want to be.
Share
● How should you share your interpretation of the data with staff? Parents? School board?
● Who should have this information? ● How can your data support current or ongoing initiatives in
your district? ● What is your vision for getting additional input as you go
through the planning process?
● Through the Technology Committee as well as with School Board and Administrative Council meetings, we will provide stakeholders appropriate information on the progress of our plan.
● Through local media and a more robust district web site, we will keep parents and students informed, allowing them to be more involved with our plan. One of our goals is to be completely transparent with the data we collect as our plan moves forward.
● We anticipate the data driving our five-year technology plan and also supporting growth of SAGE and ACT scores. Data will support the goals of our “School Turn Around Committee.”
● Input will start with advice from our Technology Team and Technology Committee. This will turn into line items for those involved in our School Board Meeting. These line items will trickle down to our Administrative Council, then to all faculty and staff through individual school staff meetings, and finally to discussions in our Community Councils.
Collect ● What local data do you already have available? ● What new data do you need to collect? ● What about qualitative data?
● Currently we have SAGE and ACT data. We have a software/hardware technology data. UEN has provided bandwidth data. There is some diagnostic data available from current software programs.
● We need to collect data in regards to professional development so we can assess current and future needs.
21
● We are working toward getting better fidelity data from current software programs. This will be collected using reports offered by the software companies and survey data from individual schools.
22
II. Inventory of the LEA's Current Technology Resources, Including Software, and a Description of How the LEA Will Integrate Those Resources into the LEA's Implementation of the Three-Year Proposed Program
Part A. Inventory of LEA’s Current Technology Resources, Including Software This section should articulate a commitment to continue to engage in existing inventory efforts. Please visit http://www.uen.org/digital-learning/taskforce.shtml and utilize the Utah School Technology Inventory Tool to find relevant data for this aspect of the plan. (You can contact [email protected] if you need additional assistance procuring your inventory data.)
Technology staff has conducted an inventory of hardware devices and network
infrastructure. They are currently working on a software inventory to include products and
student usage to relate program usefulness based on fidelity.
23
24
25
26
27
Part B. Description of How the LEA Will Integrate Existing Resources into the Proposed Three-Year Digital Teaching and Learning Program
Year 1 will identify student/teacher needs, so we can schedule available
resources to high need areas (infrastructure and software will be part of this
assessment). As per this assessment, purchases will be prioritized with increasing data
flow capacity to the individual classrooms (i.e. wireless access capabilities, routers,
switches).
Year 2 will include finishing infrastructure upgrades as needed. It will also
include statistical analysis of software programs to choose those most proficient in
aiding student learning. This analysis will help us narrow our use of resources to focus
on deficient areas as found in Sage and ACT test results. We will also analyze the
amount of time each student has access to a device and add/organize hardware
devices as needed to facilitate fidelity with software programs.
Year 3 will maintain infrastructure as per our replacement schedule. We will
continue to look at data and narrow our focus to better benefit students focusing on
areas of deficit based on Sage and ACT test results. We will continue our analysis of
the amount of time each student has access to a device and add/reorganize hardware
devices as needed to facilitate fidelity with software programs.
We will participate in future inventory efforts with UETN as requested.
28
LEA Capacity and Goals
III. Statement of Purpose that Describes the Learning Objectives, Goals, Measurable Outcomes, and Metrics of Success an LEA Will Accomplish by Implementing the Program Select one of the following outcomes:
Emery District Option
Option A: SAGE Baseline
A 5% increase on each school’s performance on SAGE using a baseline of the school’s 2015-16 SAGE proficiency scores by the end of the third year of the LEA’s implementation of the program; and composite ACT scores equal to or above the state average, also by the end of the third year.
All Plans must address: 1. Long-term Outcomes 2. Intermediate Outcomes 3. Direct Outcomes as Defined in the Master Plan
(http://www.uen.org/digital-learning/downloads/Utah_Essential_Elements_Technology_Powered_Learning.pdf)
These may include, but are not limited to: Student achievement on statewide assessments, Cost savings and improved efficiency relating to instructional materials, facilities, and maintenance, Attendance, Discipline incidents, Parental involvement, Citizen involvement, Graduation rates, Student enrollment in higher education, Dropout rates, Student technology proficiency for college and career readiness, Teacher satisfaction and engagement, Other school level outcomes approved by the advisory committee or the Board.
29
Required Plan Elements (from Suggested Revisions): ● An LEA level outcome (long-term, intermediate, and direct outcomes) that are
measurable, quantitative, and directly related to student learning outcomes.
30
Emery Long Term Outcomes: Emery School District will increase the percentage of student growth by 5% by the end of 2019 as measured by spring 2015-16 SAGE proficiency scores.
Emery Intermediate Outcomes: Emery School District will review SAGE data at the midpoint of the plan (June 2018) for indicators of student growth of 2.5% as measured by spring 2015-16 SAGE proficiency scores.
Emery Direct Outcomes:
● Annual assessment of individual school levels of readiness and growth/implementation in infrastructure and digital learning.
○ Emery School District will develop school surveys to assess school readiness. ○ Emery school District will develop surveys for students and teachers to determine
student and teacher engagement in digital learning. ● Analysis of student and teacher surveys will be used to improve implementation and
increase engagement for students and teachers in digital learning ● The Digital Teaching and Learning Committee will review results from the assessments
yearly and adjustments will be made as needed.
Outcomes Long-Term Outcomes (A Road Map Element): The Vision/Goals translate into the Long-Term Outcomes. The long-term outcomes for the project focus on student achievement and student workforce readiness.
Long-Term Outcomes: • Student Achievement/College Readiness, as measured by
• Student proficiency on SAGE (especially math & English Language Arts – subgroups) • College and Career Readiness/Workforce Readiness, as measured by:
• Grade 11 ACT scores • Students’ levels of self-direction, which includes:
1) informed goal setting 2) preplanning, 3) strategies for managing learning, and
31
4) owning and evaluating learning • Students’ levels of critical thinking (Note: The Task Force recommends that critical thinking be measured based on student scores on a set of items from SAGE that are determined to represent critical thinking. While the long-term outcomes would be tracked annually, beginning with baseline data collected in the spring of 2016, the state should expect that these two outcomes in the aggregate should see significant growth within 4-5 years).
Intermediate Outcomes The intermediate outcomes are designed to serve as indicators that a school or district is making progress toward the long-term outcomes. The intermediate outcomes are similar to the long-term outcomes but are more targeted, based on the goals that districts and schools set annually in their plans for the Digital Teaching and Learning Program. Page 12 of 42 Utah’s Master Plan Essential Elements for Technology Powered Learning--note: This targeting enables the state to review a school’s or a district’s progress with digital learning only in the areas in which digital learning is being targeted by that school or district.
• TARGETED Student Achievement/Targeted College Readiness as measured by • Student proficiency on SAGE in specific content areas and grade levels identified by the schools and districts in their annual plans.
• TARGETED College and Career Readiness/Workforce Readiness, as measured by • Grade 11 ACT scores, for those schools or districts that focus their Digital Teaching and Learning Program goals at the high school level for workforce readiness. • Students’ levels of self-direction at specific grade levels (assessment of students’ self-direction), for those schools or districts that set self-direction as a target for those levels. • Students’ levels of critical thinking on SAGE at targeted grade levels for those schools or districts that focus their Digital Teaching and Learning Program goals on critical thinking/workforce readiness at those grade levels. • Students’ levels of collaboration at targeted grade levels (self-reported through surveys of students and teachers), for those schools or districts that focus their Digital Teaching and Learning Program goals on collaboration/workforce readiness at those grade levels. Note: The task force recommends that critical thinking be measured based on student scores on a set of items from SAGE that are determined to represent critical thinking.
32
Direct Outcomes (Measured in Years 1-5) The direct outcomes serve as indicators of the progress schools and districts are making toward the intermediate and long-term outcomes.
• Improvement in student proficiency and growth on SAGE assessment in specific areas: Start Language Arts, build to Math and Science. • College and career readiness measured by levels of access and competency in digital learning. • Students’ levels of collaboration self-reported through surveys of students and teachers focusing on collaboration/workforce readiness at high schools • Students’ levels of critical thinking on SAGE Depth of Knowledge (DOK) measured by increases in grade levels and specific subjects.
Direct Outcomes ● Stages of Implementation of Digital Learning: As noted above, the Task Force
recommends conducting assessments to determine each district and school’s level of readiness for digital learning, and levels of digital learning implementation in schools. Each district and school would be expected to set targets for increasing such readiness and implementation levels through the program.
● Students’ Cognitive and Social-Emotional Engagement in Learning: According to researchers at Stanford (Fredricks, Blumenfeld, & Paris, 2004), students’ cognitive and social-emotional engagement leads to deeper learning and increased academic achievement. Metiri recommends that the cognitive and social-emotional engagement of all students grades 5 be measured annually, along with a measurement of classroom structures and pedagogy that engages students.
● Stages of Implementation of Digital Learning: Annual assessment of individual school levels of readiness and growth/implementation in infrastructure and digital learning.
● Students’ Engagement in Learning:Analysis of student and teacher surveys to improve implementation and increase engagement for students and teachers in digital learning.
Plan must identify specific and actionable root causes of performance challenge(s) with clear solutions for the long term outcomes. Plan must describe the rationale (including supporting data) for identifying each root cause.
33
34
Plan must provide evidence that the vision, goals, and strategies for digital teaching and learning are integrated as core components of the LEA’s strategic plans and other high-level guiding frameworks.
LEA guiding frameworks and plan integration
Guiding Framework 1. Curriculum, Instruction, Assessment 2. Use of Time 3. Technology, Networks, and Hardware 4. Data and Privacy 5. Community Partnerships 6. Professional Learning 7. Budget and Resources
Integration: Curriculum, Instruction, Assessment - With the goal of increasing SAGE scores and ACT scores
by 5 percent over three years, we can hardly ignore the components of curriculum, instruction,
and assessment. By using testing data, we will be able to identify how effectively the curriculum
has been taught, integrate necessary changes in instruction, and plan formative testing leading
up to final SAGE and ACT exams. In addition, where there are gaps, we will provide the
necessary resources, including professional development, which are also in place in our plan.
35
Technology, Networks, Hardware - Phase 1 of the Emery District Plan is to assess district
technology capacity and infrastructure and then direct resources toward our highest-priority
schools, which not only include those schools with the greatest technology needs, but also
those that are low-scoring or Turnaround Schools based on SAGE outcomes. Initially, the focus
will be on adding capacity, but over time (Phase 2), we will begin to add hardware and software
compatible with our schools’ goals and needs. Phase 3 will include the implementation of a
5-Year District Technology Plan.
Data and Privacy (Extracted from XI of District Plan) - Emery School District emphasizes
information and data security by faculty, staff, and students. We strive to make sure our
students are able to access data and information in a safe and secure environment with the use
of firewalls and filtering servers. Our faculty and staff are trained on security measures and safe
data practices. We are finalizing the results of a security survey we conducted to evaluate the
effectiveness of our security policies. Our Technology Committee will meet to review these
results and update our acceptable use policies and create a security audit plan.
Part A. LEA Security Policies
As per our acceptable use agreement with faculty and students, the technology staff will track
data/device usage and make sure everyone follows our current policies. These policies are
provided to students at the beginning of each year with a parent and student signature required,
and the form returned before the student is allowed access to any connected device. We also
have an Internet Safety Policy. This policy outlines monitoring practices for appropriate and
inappropriate internet and network usage. Another policy currently in place is our Educator/
Employee Use of Web Pages. This policy provides instructions for proper creation of web
pages for teaching practices. All of these policies are available on our district website under
‘Board Policy Manual.’
36
Part B. LEA Security Audit Plan
We will work with the Technology Committee to create/implement a security audit plan. In the
future, we will contact UETN to perform a full security audit on our system. We currently have a
firewall router to maintain external network security and access. We also have an iBoss server
to filter internet content for all devices connecting to our network. We will test our backup
procedures to make sure we have working backups for critical data. Our plan will be reviewed
by the technology committee each year to make sure it is adequate and addresses any
significant changes.
Part C. LEA Student Data Privacy Policies and Procedures
As per our acceptable use agreement with faculty and students, the technology staff will make
sure everyone is following data privacy policies and procedures. We will make sure all staff are
trained on FERPA laws and will strictly adhere to these laws. We will also adhere to the
Children’s Internet Protection Act (CIPA). We continually monitor internet usage with our iBoss
server to make sure our students are protected from inappropriate content. We will also
continue training faculty and staff on best practices in Internet use to keep students from
inadvertently accessing inappropriate material. We strictly manage access to our Student
Information System (currently Aspire). Each student has an assigned number and password.
Parents/guardians also have an assigned username and password allowing access to grades,
attendance detail, and lunch balances for their dependents currently attending any Emery
District school. We check our SIS servers to make sure the information, including user access,
is secure and uncompromised. As per state law, we provide an annual internet safety, identity
safety, and best practices for technology training. This training addresses password
37
management, anti-phishing, and social engineering avoidance. We invite all faculty, staff,
students, parents, and community members to this training.
Part D. LEA Remediation Plan of Identified Lapses As per our acceptable use agreement with faculty and students, the technology staff and
administrators will follow the procedures for non-compliance of our current policies. The district
technology committee will be reviewing and updating these policies. In the updated policies we
will address remediation of non-compliance to our Acceptable Use Agreement for students and
staff. The policies will also be updated to adhere to current state and federal safety, security,
and privacy laws. These policies will be reviewed by the technology committee each year to
make sure they include any significant changes.
Community Partnerships- With the creation of the District Technology Committee, our plan and
all subsequent spin-offs of that plan will include community involvement. We have parent and
community membership to go with school board, district, and school level membership. We also
involve each school’s Community Council as a sounding board for technology decisions and
goal-setting. Our plans include close scrutiny and integration of Community Council Land Trust
Plans and direct resource support of such goals.
Professional Development- (extracted from VII of district plan) VII. Professional Learning This section shall include a description of how an LEA will:
i. Provide high quality professional learning over three years for educators, administrators, and support staff participating in the program, including ongoing periodic coaching; Please visit http://www.uen.org/development/ for existing resources and professional learning to support your plan development.
ii. Provide special education students with appropriate software; ● Plan must focus on curriculum planning and student-learning activities integrated
with digital technology tools and resources.
38
● Plan must focus on content-specific strategies for integrating digital technology into the curriculum for all subject areas addressed in the goals and objectives.
Emery District Plan will implement educational technology resources and tools that
support teaching and learning, progress monitoring, and assessment to enhance the ongoing
investment in technology. Our goal is to invest in the tools to allow teachers to engage students
in their own learning and allow teachers to integrate them into everyday classroom functions –
as accessible as all other classrooms tools. We will survey the district on the uses of various
technology content resources, software programs, and applications to achieve improved student
engagement and outcomes.
Our goal is to provide content applications that support inquiry-based, student-directed,
and personalized pedagogical approaches. Interactive tools, creation and production tools, and
authentic resources will be utilized. Initially, the plan emphasis will be on conducting a
district-wide assessment of current as well as future professional development needs.
The assessment is in two parts. The first part of the assessment will be given to all
employees of the Emery District, including support staff and will be used to ascertain total years
in the district, participation in professional development in the last 3 years, effective types of
models, items currently missing, barriers, and ideas to improve the capacity to meet all student
needs.
The second part will focus on Professional Learning Communities and Data Driven
Instruction/Intervention and will be given to all licensed employees. This part of the assessment
will determine what types of targeted interventions are being used, what data is being gathered,
and how effective those are. We will also gather information on those pieces that we are
currently missing as well as seek best practices for professional learning communities.
39
Once determined, we will develop the capacity and infrastructure in order to effectively
provide all staff members with the needed professional development, using existing technology.
Training will take place at the Emery District Professional Development Center and will be
conducted by trained facilitators, including local experts, UETN professional online development
courses and other practices as needed. By the end of the first year, we will have the
infrastructure in place and the faculty trained for the implementation of technology-ready
schools going into year two. In addition, year one will include the organization of PLC’s in each
school with each team member receiving training in the disaggregation of assessment data
concerning the effective use of current technology software.
Emery District’s plan will follow the timeline used for Section IV and we will continue to
support professional development by providing the District Committee with feedback and
revising the plan as needed. Monitoring of Professional Development will be provided by
members of the committee, district supervisors, school administration, IT, mentors, and
facilitators. Technology related professional development will also be provided to all staff
members working with special education students.
The first year will include the survey of current professional development programs
relating to technology and an ongoing data assessment of current models of professional
development. Assessments of current practices and a needs assessment at the end of the year
will provide valuable information concerning changes to and improvements made to continued
professional development. We will continue to participate in the professional learning and
implementation support offered by USBE and UETN.
40
Three Year Plan
Emery School District provides ongoing and periodic coaching. Teachers, administrators
and support staff will be provided regular digital teaching and learning trainings (as part of the
2-day PD days offered yearly by the district) as well as a number of vendor provided half-day
trainings. In addition, peer learning related to digital teaching and learning takes place in
regular Professional Learning Communities (PLC’s) held by grade level and department.
Likewise periodic digital teaching and learning training takes place in faculty meetings and
Leadership
Committee meetings.
Our plan also includes the use of Edivate, which features online instruction that can be
engaged in by teachers alone, as well as in an Edivate format called “Groups”---which allows
teachers to meet in on-line PLC’s. Edivate gives teachers a place where they will be able to
collaborate using videos and sharing best practices, documents, and other resources. In the
District, the Edivate tool is currently being used by all 6th - 8th grade science teachers (with
Swivl Cameras) to enhance teacher learning and collaboration. Edivate can also be used by
teachers to assist with SLO’s and teacher-directed professional development.
One of the District pilot projects is to have all 6th - 8th grade science teachers in the
coming year create groups for each teacher in their school. Each teacher will be asked to
record and upload a video to share with their group. Group leaders will use the task, resource,
and discussion tools in Groups to make assignments and share resources. Each teacher will
use the Edivate portfolio tool to track their Teacher Professional Growth Plans (TPGP).
Compliance Courses will be offered to train teachers and how to use courses and get
recertified. In addition, the District has the PD support of SESC. Part of our district professional
41
development plan will be to utilize training resources from SESC. SESC provides a full time
technology trainer to give ongoing support in the following areas:
1. LearnPlatform Training 2. Google classroom 3. Google apps 4. Google tips and tricks 5. UEN resources and tools 6. Utah online library 7. iPads 8. Digital citizenship 9. Chromebooks 10. Teacher tools 11. Other tools as requested
We will also continue to participate in the professional learning and implementation
support offered by USBE and UETN.
42
Budget and Resources: (extracted from XII of district plan) XII. Budget The LEA's overall three year financial plan, including use of additional LEA non-grant funds, to be utilized to adequately fund the LEA plan. Part A. Disclosure of LEA’s Current Technology Expenditures The LEA may provide their own template, or utilize Budget Form (Attachment A) to document their current expenditures.
Salaries: $287,072 Benefits: $157,679 Software: $63,498 (District) $35,000 (Schools) Supplies: $5,000 (Tech Department) $6,526 (District)
$10,421 (Schools – AV Supply Accounts) Hardware: $222,989 (Computer Replacement) $5,000 (Copiers)
$240,000 (Estimate – Security Cameras, Wi-Fi, Phones, Sound)
Professional Services: $6,965 (UEN)
TOTAL $1,040,150 Part B. Budget for Grant Funding Year 1 – 3 In addition to completing the Budget Form (Attachment A), provide a narrative description of the budget. The narrative clearly describes the proposed expenditures for each of the three years of the proposed project. Provide sufficient details in the budget to clarify intended expenditures associated with the project budget.
● Provide a justification for each budget category. ○ For funding for salaries, please share the number of FTEs that are increased
through this grant program. ○ Describe any other non-grant funds that will be used to help support this plan.
(This is not required, but helps demonstrate commitment.)
43
Note: A participating LEA may not use grant money: (1) To fund non technology programs; (2) To purchase mobile telephones; or (3) To fund voice or data plans for mobile telephones. (4) To supplant existing funding for educational technology
The budget will be developed in response to the priorities developed through the District
Technology Plan. Emphasis will be placed on providing ongoing budgetary resources for
maintenance and replacement of prioritized technology hardware, software, professional
development, and other resources.
Part C. Possible Increase in Funding (10% Increase Plan) Each LEA may be eligible for additional funds as they become available. This section is to provide a supplemental narrative and itemized budget that would detail how the LEA would spend funds if the budget was increased by 10%. (Note: Each LEA that has an approved plan will have the opportunity to submit a finalized budget once the final allocations are determined in December 2016. This section will be used to support your finalized budget submission.) Any increase in funding will be transferred to professional development. Part D. Projection for Future Support Costs Each LEA should include a projection for future support costs associated with their Digital Teaching and Learning Plan. The projection will support state level projections for future needs associated with this initiative. We will add on the district level staff support. Part E. Sustainability Explain how the LEA plans to scale and grow digital teaching and learning beyond the three-year grant period. This may include plans to shift existing funds to support digital teaching and learning, as well as the allocation of new funds, and/or outside grants. We will redirect cost savings from Digital Teaching and Learning to support the maintenance and growth of the program.
44
Use of Time - Our plan includes a timeline for overall monitoring of progress toward reaching
our goals. Our plan also places major emphasis on professional development and PLC
conferencing. The plan calls for compensation for professional development outside regular
contract hours. In addition, our plan will work well within the new district 3-year calendar which
has established four teacher-paid professional development days.
45
Guiding Framework: Emery County School District Vision Statement (extracted from the Emery County School District Strategic Plan)
“Education is a collaborative effort of home, community, and school. Students
experience success on a daily basis and excel in performance through applying knowledge to
real life situations. Schools are student-centered, guided by educators who possess excellent
leadership and educational skills. Education expands beyond the classroom walls through the
use of technology and the curriculum meets the highest standards of an ever-changing world.
Graduates are prepared to enter the workforce or continue their formal education at an
advanced technical institution or a college or university. The Emery School District believes that
learning today provides leadership for tomorrow.”
Integration - The plan calls for representation of all stakeholders as part of the decision-making
process. Professional development is a major component of the plan which will provide training
in best-practices to help realize relevancy in instruction, teacher leadership, and pedagogical
skills. The plan expands our district’s technology capabilities, preparing our students for success
at the next level of education and career.
Guiding Framework: Emery County School District Mission Statement (extracted from the
Emery County School District Strategic Plan):
“The Mission of the Emery County School District is to provide a comprehensive education that
will prepare students to take a proactive and responsible role in an ever-changing world.”
Integration - A major component of the “ever-changing world” we live in is technology. Our plan
is to move our district’s technological capabilities to a much higher level while giving our
students greater opportunities.
46
Guiding Framework: Emery County School District Belief Statements (extracted from the
Emery County School District Strategic Plan)
We Believe: Education is a lifelong process. In high expectations for all students. All people have worth and should be valued and respected. Education should prepare students to be productive citizens.
All students have the right to an appropriate education in a safe and orderly environment.
Each person is responsible for his/her own actions and attitudes. Effective discipline is essential to a positive school climate.
All students can achieve their potential given sufficient time and motivation. Education is a shared responsibility of staff, student, family, and community.
That learning today provides leadership for tomorrow. Integration - These beliefs will be pervasive throughout all phases of the technology plan.
Guiding Framework: Emery County School District Lands Trust Plan Goals by School,
2016-17
Book Cliff Elementary: Book Cliff Elementary will increase student growth in Language Arts by ensuring
structured schedules that allow sufficient instructional minutes for General Ed. instruction,
sufficient support services for Title I, ELL, and Special Education students, and provide time for
formative and summative assessments frequently throughout the 2016-2017 school year
Book Cliff Elementary will increase student growth in MATH by ensuring structured
schedules that allow sufficient instructional minutes for general ed. instruction, sufficient support
services for Title I, ELL, and Special Education students, and provide time for formative and
summative assessments frequently throughout the 2016-2017 school year
47
Book Cliff Elementary will increase student growth in SCIENCE by ensuring structured
schedules that allow sufficient instructional minutes for general ed. instruction, sufficient support
services for Title I, ELL, and Special Education students, and provide time for formative and
summative assessments frequently throughout the 2016-2017 school year
Integration - The Emery Plan’s major goal is to increase SAGE testing scores in all three tested
domains.
Canyon View Jr. High: Our most critical academic needs at CVJH are centered on the needs of at risk students.
The majority of these students do not qualify for special education services, yet they need
additional support to be successful. The following at risk factors have been identified: below
grade reading level, poor writing skills, multiple failing grades, and in some cases behavior
problems. We anticipate approximately 35 students will fall into this category. In order to meet
the needs of these students, we will hire two tutors/trackers to work with identified students. Our
goal with this program is to try and help identified students be successful at CVJH by passing
their classes, reducing the number of behavioral incidents, improving spring SAGE scores,
improving reading fluency, reading comprehension, writing scores, and leaving the Jr. high on
track to graduate.
Implement a tiered reading program for students. 1. Urgent Level - Students reading four
to five instructional levels (IRL) below their current grade. 2. Intervention Level - Students
reading two to three instructional levels (IRL) below their current grade. 3. Refresher Course -
Students reading one instructional level (IRL) below their current grade.
48
Integration - The Emery Plan’s major goal is to increase SAGE testing scores in all three tested
domains.
Castle Dale Elementary: Castle Dale Elementary has as its goal a focus on using student data to both inform and
drive instruction especially in regard to the Utah State Core Standards. Using information and
data gathered from both formative and summative assessments including, but not limited to
DIBELS and SAGE assessments, Castle Dale Elementary teachers will be better able to make
instructional decisions and changes within their classrooms on an ongoing basis. By having this
as our focus, our goal is to increase the number of students who perform at a proficient level
and to maintain a high level of performance where a high level of performance has been
established. Where a high level of performance does not exist, we want to see an increase in
the number of students scoring at a proficient level in Mathematics and English Language Arts
as compared to student performance the previous year. We will be using Mastery Connect to
help track student mastery of the Utah Core Standards. As part of verification that we are
meeting our goal we will use the spring 2017 SAGE Test results along with other diagnostic,
formative, and summative assessments. SAGE interim test results may also be used to show
growth and progress.
Integration - The goals fit in well with our district goal with respect to improved SAGE scores.
Cleveland Elementary: ● Improve the science SAGE scores in grades 4-6.
● Improve the math SAGE and end-of-level test scores in grades 1-6.
● Improve writing across the curriculum at all grade levels.
49
● Continue our focus on reading instruction to improve reading skills in all grade levels.
Integration: Improvement in SAGE scores is the major goal of the District Plan.
Cottonwood Elementary: Cottonwood Elementary School will continue to focus on using data to drive and inform
our instruction in regards to the Utah State Core Standards, thus increasing the number of
students that are proficient. By using the data from formative and summative assessments,
teachers will be better equipped to make decisions regarding ongoing instruction in their
classrooms. We will use our spring 2017 SAGE Test results in conjunction with our Mastery
Connect data and teacher Student Learning Objectives plan (SLO) to verify our completion of
this goal.
Cottonwood Elementary will strive to ensure the number of students that are proficient in
reading comprehension and vocabulary skills are maintained, and that we show a 10% increase
in the number of students that are not proficient in reading comprehension and vocabulary skills,
particularly nonfiction reading skills and strategies. This will be accomplished through the use of
timely non-fiction periodicals that are appropriate for each grade, journals that will help students
track and show thinking, through the use of multiple aides that will focus on intensive reading
and math instruction/remediation for struggling students, and by utilizing the online software
programs that will be purchased (mentioned in Goal #1). This goal is an ongoing goal for our
school. We will check our progress at the end of the 2016-2017 school year by the use of Dibels
Reading Assessments, 2017 SAGE Spring test, Mastery Connect Data, and Student Learning
Objective plans which will allow us to determine the next steps in our plan for the 2017-2018
school year
Integration: These school goals line up well with the district plan.
50
Emery High School: Improve standardized test scores in Junior ACT, Sage Writing, Sage ELA, Sage Math,
and Sage Science over schoolwide scores for 2015-16 by 5 percent. The goal will be reached
by the end of the 2016-17 school year.
Improved classroom instruction in Sage-tested and other disciplines through professional
development on site and off site where appropriate.
Continue to support concurrent enrollment programs, STEM Ed classes, and CTE
classes.
Add technology to classrooms where needed.
Integration - In addition to the increase in SAGE scores, these goals are also a reflection of
district goals relative to professional development in integration of technology.
Ferron Elementary: To improve math and science instruction in our school we are going to allocate funds for
purchasing consumable science supplies. These supplies would include math manipulatives,
dry ice and chemicals that could be used for class science demonstrations as well as for
individual science experiments. The identification of specific supplies is dependent on the grade
level and specific science core curriculum.
Build classroom libraries that includes additional reading materials that include
non-fiction and new books and periodicals for students to enjoy.
Continue to add technology materials that can be used by classroom teachers to
enhance their instruction. Purchase supplies to update the existing technology systems, which
includes Smart boards, projectors, printers, and other technology in each classroom. This
upcoming year we plan to replace two smartboards that are outdated and to add an
51
amplification system in the library. Headphones for each student will also need to be purchased
to allow students to participate in computer based learning programs associated with iStation
and other instructional computer programs. In addition, specific technology titles/software
membership renewal that will be ordered include the following - Istation - Edmentum - SunBurst
Digital - Reading A-Z, Science A-Z, - ED Helpers
Assist teachers with large classes by providing a 3-hour class-size reduction aide. This
aide will work with the teacher to allow additional individualized instruction or small group
assistance for struggling students.
Encourage teachers to participate in the Utah Rural Schools Conference held in Cedar
City each July by paying 50% of the lodging expenses. In addition, the principals will participate
in the summer principals’ conference held in Heber, Utah in June. Costs including registration,
lodging and meal will be reimbursed.
Integration - School goals relate to the district plan of professional development and
enhancement of technology.
Green River Jr./Sr. High School: We will increase student performance on the Sage standardized test in Math, Language
Arts, and Science by providing software for intervention and differentiation in the classroom for
teachers.
We will empower students and families to connect learning and life, and provide our
school and district with the information needed to help students prepare for life after high school.
We will help our students create a plan for their futures by helping them discover their individual
strengths and learning styles and explore college and career options based on their results.
52
We will expose students to career and educational opportunities and academic experiences not
available in Green River by improving student behavior and academics.
We will improve classroom management and establish school wide procedures for
classroom management by providing teacher professional development in these areas. We will
use Edivation videos for classroom management by Rick Smith, as a core for the faculty to
establish schoolwide classroom management routines. We will provide teachers with
professional development to train them on an intervention program, such as Study Island, in
order to make them proficient with the program while working with their students in the
classroom.
Integration - This connects to improved SAGE scores and professional development as featured
in the district plan.
Huntington Elementary: GOAL #1 - Reading - To provide books for each primary grade classroom. Our teachers
read as much as possible to their students in their classrooms. Part of our reading goal as a
school this year is to buy classroom sets of books for our primary grades. We are going to get
class book sets for each teacher kindergarten through second grade with a smaller supplement
for third grade (who received funds last year and implemented and expanded their reading very
well). These books will be used to read together; to learn vocabulary, expression, and
interpretation of good literature; and to reinforce basic reading skills and encourage advanced
reading ability. Our teachers have been reading class book sets for some time, but new
literature is always available and wear and tear on old books is inevitable, requiring additional
purchases of classroom sets of books. There is flexibility for individual teachers in that they will
be given a specific dollar amount and can purchase books for small groups, books for leveled
53
reading, whole class books, or any combination that complements their teaching and student
learning. The completion of this goal will be in one or two parts. First in the fall of 2016 for the
beginning of the school year, and, if desired, another purchase of books in January for the
second half of the year.
Goal #2 - Technology - We try to improve technology continually at Huntington
Elementary. We currently have 3 iPad carts with a total of 100 iPads, thanks to previous Land
Trust opportunities. One of the significant problems with technology is it wears out. Much of the
technology in our school is old. We are constantly replacing projectors, bulbs, laptops,
document cameras, etc. Each teacher has a smartboard purchased many years ago as well as
VCR or DVD players. We have added iPads and iPods and have been fortunate to only have
replaced half a dozen screens. There is some apprehension about which software versions will
no longer run on our iPad 2's. For the above reasons, we will use some of our Land Trust funds
to replace technology. The funds will be used only for replacement except in the case of 1 or 2
laptops for students to use in specific classrooms and only as assistive technology for students
who are not Special Ed. Completion of this goal will be ongoing through 2016-17.
Goal #3 - Software - Technology increases and becomes ever more a part of our
learning activities and efforts. As such, our school seeks specific software that fills our
educational needs. A list of software that our school believes helps students and teachers get
the most educational benefit from the available technology is listed below: EDUCATION CITY is
an enjoyable program designed to help kids be well motivated about reading as well as learning
to read. MOUNTAIN MATH AND LANGUAGE are math and language practice programs that
teachers find beneficial for students to use. LEARNING ALLY is a great program that allows
struggling readers to use technology devices to access thousands of novels, informational
books, and textbooks in an audio version. Many of the choices have both audio and highlighted
54
sentences so students can hear and read the text. MASTERY CONNECT is tied to the State
Core by standard and uses assessments to measure interventions needed, near mastery, and
mastery. It allows teachers to share assessments, PIN teaching ideas for specific standards,
and communicate ideas and questions. NEARPOD is an amazing app that has almost unlimited
interactive teacher or student directed learning presentations. Nearpod can be used for initial
learning or review or catch-up for absent students. It is multiple discipline and teachers can use
their own created interactive presentations or any of thousands of presentations. APPLE
VOLUME PURCHASING PLAN allows the purchase of Apps through Apple for Education at half
the price. This works very well for our needs. The school can get better quality apps by using
this program and the licensed agreement. Except for the Apple Volume Purchasing Plan which
will be used throughout the year, purchase of the software will be completed in the fall of 2016.
Goal #4 - Salary for math and reading summer school. Our school has already invited
specific students to come to our math summer school classes. One of our sixth grade teachers
will be teaching the math class with the intent of helping students who are behind in math or
below grade level continue to learn during the summer break. This is for students of grade
levels 3-6. One of our first grade teachers has offered to teach reading in the summer for
kindergarteners and first graders who struggle. This is a great opportunity to help students be
ready for next school year. Summer loss is one of the significant hindrances to education.
Teaching math and reading through the summer will help curb some of that loss. Students and
parents will be reminded of the class using our Parent Link phone notification system. This goal
will be completed in July 2016.
Goal #5 STEAM Activities during and after school - The student response to the
Snap Circuit Kits has proven to us how important it is to allow students to explore their world
with hands on activities. Our plan is to add STEAM activities for students in the areas of : (1)
55
how rockets work, how they are designed, what propels them, and how they fly. Students will
make models for air, water and solid engine rockets. The air and water rockets will be built from
everyday materials. Students will assemble a small solid engine rocket from a kit and they will
also design, build, and fly a larger solid engine rocket from base materials rather than a kit. (2)
learning about and creating with electronics in the form of 'Little Bits' kits, a hands on learning
package that explores the area of tiny circuits in our everyday world and allows students to
create projects that replicate the actions of LED's, small motors, switches, pulse circuits, and
many other complicated and interesting electronic systems. The 'Little Bits' components also
allow for the creation of original student designed electronics. Little Bits' is supported by the
TED Talks and Maker.com, a national forum and movement that promotes hands-on, original
thinking, and new ideas. A bonus to using 'Little Bits' is a worldwide acceptance of these little
electronics and an availability for web interaction, designs, and projects over and above the
basic introduction. Some of these designs include electronics for producing art. (3) The
electronics learning will also include components that can be soldered together, that are not
'Little Bits' to build simple robots that move and change direction with switches. An example of
this type of robot can be seen at Khan Academy/3rd grade robots. We will also purchase
Arduino or Raspberry Pi mini boards that allow students to use code (see activity 4) for
operating electronic components (including but not limited to robots) not just running an app. (4)
an opportunity for students to learn to Code. Creating a code that runs on an iPad or phone is
more commonplace than we may believe. Those who learn to code quickest are children. The
best part about this activity is that for only a few dollars to purchase apps for our iPads students
can be guided to learn how to do simple codes that really run electronic devices. (5) Explore
simple chemistry that uses small amounts of chemicals to produce large, eye popping results.
An example of such chemistry can be found by searching the web for 'elephant toothpaste' and
56
selecting Science Bob, Imagination Station, or Science Buddies. The difference between what is
seen on the web and what would happen at our school is that students would have a hands on
experience and not just witness a demonstration, a totally different experience and opportunity
for questions, answers, exploration, and understanding. (6) Each area of exploration will require
the purchase of instruction books or manuals, and materials for recording their activities and
explorations. The books or manuals will remain the property of the school to be used over and
over for additional sessions. We will begin with the purchase of 20 books for each of the 5
STEAM areas. These will be after school activities open to all students old enough for the
specific activity. It will be organized into small groups of 4 to 8 students with 5 to 10 groups per
session depending on volunteers and difficulty of the activity. The activities will be run all year
long at no cost to children and families will be invited to see many of the results and help as
needed.
Integration - With these reading and science goals, this schools plan fits in very well with the
district’s plan of improving SAGE scores. Also, this school has a technology component that is
in line with the district’s plan.
San Rafael Jr. High: To assist those students who struggle with math and in the regular classroom and have
a desire to improve, the District along with SRJH will hire a part time teacher to teach math and
possibly a STEM class. These classes will be a resource to the student’s regular math class or
assist in providing a more specialized learning opportunity for the students. SRJH will continue
to utilize the Accelerated Math/ Star Math programs in tracking student progress as well as
monitoring the needs of individual students. The Data from Star Math and SAGE Tests along
with grades and teacher input will be used in IEPs, College/Career Readiness plans for each
57
student with parents and counselor, as well as in creating and tracking Student Learning
Objectives created by the teachers. This goal will be assessed throughout the year and
reviewed at the end-of-year testing in spring 2016.
SRJH will continue to improve and progress in the areas of reading and writing skills for
all students. SRJH will utilize the Accelerated Reading Program as well as the Star Reading
assessment with students. These programs encourage reading as well as provide information
regarding student progress. The information will be used in IEPs, SLOs, and academic classes.
The opportunity for teachers to purchase class sets of novels for Learning Strategies classes
will be available as well. Composition books will be purchased for students to write in in their
Learning Strategies class.
We will also continue funding for two part time, in school aides to help track and tutor
struggling students. This has proven to be a successful program. We will also fund after school
tutoring for students up to twice a week for a total of 4 hours a week.
We will improve stakeholder involvement in the school community and activities. This will
be through an assembly for students near the beginning of the year to which parents will also be
invited and through a Parent/Back to School Night to more thoroughly involve parents and
community entities. We will also host an evening in the spring to showcase the talents and
successes of our students.
To improve College and Career Readiness services, the school along with the District
will purchase the NAVIANCE program. This will be used with each student to prepare them for
High School and beyond.
Integration - The school’s plan references improvement in math, science, and language arts as
well as college readiness and stakeholder involvement. These are part of the district plan.
58
Statement of Purpose
1. LEARNING OBJECTIVES - A 5-percent increase on each school’s performance on
SAGE and ACT using a baseline of the school’s 2015-16 SAGE and ACT proficiency
scores by the end of the third year of the LEA’s implementation of the program…
(Committee discussion on school or grade level goals along with or in lieu of the LEA
objective).
Have an alternate plan in the event that SAGE testing is abandoned.
2. GOALS - Upgrade districtwide technology infrastructure and capacity and provide
professional development on relevant technology-related software and programs.
3. MEASUREABLE OUTCOMES - Improved SAGE (or alternate assessment) and ACT
test scores.
4. METRICS OF SUCCESS - SAGE and ACT Test results.
IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes
Part A. Activities Write a description of the activities to be carried out by the eligible partnership for three years (or length of proposed project if less than three years) and how these activities will address the most pressing digital teaching and learning needs of the participating LEA and/or schools, as determined by the needs assessment and specified in the stated outcomes. Additionally, include how these activities will be aligned with challenging state academic content and student academic achievement standards, and with other educational reform activities that promote student academic achievement and closing achievement gaps.
59
Activities
Initially, the plan emphasis will be on conducting a district-wide assessment of available
technology, including what is available and being used and what is available and not being
used. In addition, we will determine our technology capacity in each of our schools as well as
other district facilities. The assessment will also determine to what level our staff is trained in
using available technology. Once determined, we will use grant funding to upgrade technology
capacity in our schools and facilities while at the same time initiating professional development
for our employees relevant to existing technology. Training will take place at the Emery District
Professional Development Center and conducted by trained facilitators. By the end of the first
year, we will have the infrastructure in place and the faculty trained for implementation of
60
technology-ready schools going into year two. In addition, year one will include the organization
of PLC’s in each school with each team member receiving training in disaggregation of test
data.
Part B. Timeline Provide a detailed timeline for the activities of at least the first year, with general activities outlined for year two and three.
61
Timeline
Year One - Committee work, LEA Plan Requirements - August and September…
Administrative Council presentation - August… Faculty and Community Council presentations -
August-September… Professional Development Planning and Scheduling -
August-September… Activate infrastructure technology upgrade - August… District
Professional Development Center Upgrade and Development - August-September… Tech
Grant Bootcamp - September… Tech Grant Submission - October… Initiate… On-going work
will include review of potential software and technology for adoption in second year of the plan.
Year Two and Three - With infrastructure and capacity in place as per the first year goal
and with a district 5-year technology plan in place, year two will include the purchase and
installation of relevant technology in each school. Such purchase and placement will come from
an established priority list as created by the Technology Committee. In addition, district and
school administrators will review ACT and SAGE Test data and then provide inservice for
relevant teachers. The data will be used as part of school-level PLC’s to inform instruction.
Goals for year two will be established, possibly as part of teacher/department SLO’s.
Part C. Roles and Responsibilities Define the roles and responsibilities of the partners as they relate to the activities. This section shall also describe the partnership’s governance structure specific to decision-making, communication, and fiscal responsibilities. Roles and Responsibilities
Emery District Technology Committee: Provide input regarding the district tech grant
application and the 5-year technology plan and serve as a voice for stakeholders in these
processes. Once the application and 5-year plan are finalized, the committee will continue to
62
serve to oversee application of the grant, application of future grants, and monitoring and
amending the 5-year district plan.
Emery District Technology Team: Read and discuss the LEA Plan Requirements and grant
procedures… Attend trainings and boot camps… Report to the Technology Committee…
Prepare specific assigned components of the plan… Revise the plan as needed… Submit the
plan by deadline… Revise plan if not approved initially… Activate plan if approved… Monitor the
plan once activated…
District Office and School Administrators:
Superintendent: Serves as the chair of the Technology Team and Committee. Contacts
members regarding meetings and deadlines. Prepares agendas and all necessary documents.
Works with team and committee in preparing plan draft and final copies. Works with principals in
plan indoctrination and implementation. Participates in ongoing monitoring of the plan and
preparation of the plan going into years two and three. Specific to the LEA Plan Requirements,
the superintendent will take the lead on the statement of purpose, implementation process, and
monitoring student and teacher use.
Business Manager: Serves as the chief financial officer over the technology grant. This
position also includes development and monitoring of the LEA Plan relevant to procurement and
distribution of goods and services, disclosure of the LEA’s technology expenditures, and budget.
The BM will also participate in readiness assessment, implementation, and sustainability. In
addition, the business manager will serve as an active member of the Technology Team and the
Technology Committee.
Secondary and Elementary Supervisors: These district supervisors will each serve on the
Technology Team and Technology Committee with specific assignments relevant to the LEA
Plan Requirements: description of instructional materials, professional learning, and fidelity. The
63
supervisors will join team members in establishing the readiness assessment, digital citizenship
curricula and implementation, and sustainability.
Supervisor of Student Services: The supervisor will serve on the Technology Team and
Technology Committee and oversee several components of the LEA Plan, including outcomes
and 3-year plan for student engagement in personalized learning. The supervisor will be part of
the team that establishes the readiness assessment, citizenship and curricula implementation,
and sustainability.
IT Supervisor: We will have two representatives from our technology department serving on
both the team and the committee. They will work with the team on the LEA Plan for readiness
assessment, digital citizenship and curricula implementation, and sustainability. In addition, the
techs will focus on the following: technical support, security, and fidelity.
School Administrators: School principals and assistant principals will be responsible for
articulating the technology plan and all of its associated components to school-level
stakeholders, including faculty, staff, students, parents, etc. School administrators will use
faculty and staff meetings, community council meetings, PLC’s, parent/teacher conferences,
etc. as opportunities to speak specifically to the plan while allowing input and comment from
stakeholders. Principals will be expected to provide information about professional development
to those on their staff who are invited to attend. In addition, principals will facilitate professional
development where possible by making facilities available, providing subs where necessary,
and making every effort to get staff members to attend. Once plans are established, approved,
and activated, the school administrators will monitor progress of and use by faculty and
students. Monitoring will include reporting any flaws in the plan to the Technology Team.
64
Part D. Communication Plan Describe the communication plan for how actions and outcomes associated with this program will be communicated to stakeholders.
Required Plan Elements from Suggested Revisions: ● Plan must clearly identify specific activities (and related deliverables) it will undertake to
meet the required strategies to meet the outcome measures aligned to the SAGE and/or measure achievement of the goals.
● Plan must include the integration of effective strategies (e.g. prioritized, sequenced, evidence-based, best-practice oriented, outcome-focused, ambitious and achievable).
● Plan must include a comprehensive stakeholder engagement strategy that will ensure that all stakeholders understand the plan and their roles in ensuring its success.
● Plan must include a comprehensive communications plan for ongoing dialogue with all stakeholders at multiple points along the implementation path.
COMMUNICATION PLAN
Community Council Agenda Items - School principals will include a regular school technology
agenda item for each community council meeting. The principal will provide an update on the
plan and details as to the plan’s application as it relates to students and faculty.
Faculty Meeting Agenda Items - The principal will update the faculty on the progress of the
plan in faculty meetings. Faculty members will be allowed to give input and ask questions.
Administrative Council Agenda Items - The superintendent will include the technology plan
as an agenda item in Administrative Council Meetings where updates will be provided and
members of the council will be given an opportunity to offer input on the application of the plan
relevant to their schools.
Technology Committee and Technology Team Meetings - Once the plan has been approved
and activated, the Technology Committee and Technology Team will continue to meet to
discuss all matters related to the plan and the state of technology in the district.
65
Media Relations- Local media will be informed of the plan and its various components and
encouraged to consider feature and news stories and broadcasts. District and school leadership
will be encouraged to prepare press releases and photos of activities specific to the plan.
Students should be used where possible in this media campaign.
Involvement of Elected Officials- City, county, state, and federal elected officials will be kept
informed of the technology plan in our district. This will be done by all available means of
communication. In addition, these officials will be invited to site specific events involving use of
technology relevant to this grant.
We will provide implementation data to USBE on an annual basis.
Emery School District will use the state-supported LearnPlatform, which will enable us to
access all edtech product management from a single location, providing an educator- and
administrator-level view of the aggregated tools available and uphold fidelity and student
outcome objectives.
Using the LearnPlatform, Emery School District can:
● Select and use tools that are effective for specific populations to narrow the achievement
gap
● Specify and refine learning targets aligned with our learning plan and employing tools
that meet those requirements
● Implement best practices from other educators and peer districts teaching similar
populations
● Share results such that peer educators, district leaders and other stakeholders can see
progress to plan in real-time and receive quarterly reports on impact
66
Digital Curriculum - Instructional Tools
V. Description of High Quality Digital Instructional Materials with a Three Year Plan for How an LEA will ensure that Schools Use Software Programs With Fidelity This section needs to specifically address those high quality digital instructional materials for all primary instructional materials for target population. The narrative can include additional information about other existing high quality digital instructional materials already in place at the LEA that support the overall plan. Fidelity targets are set In accordance with:
i. The recommended usage requirements of the software provider; and ii. The best practices recommended by the software or hardware provider
Required Plan Elements from Suggested Revisions: ● Plan must articulate alignment of new high quality digital instructional materials to
address student performance targets articulated in plan goals. ● Plan must articulate how data will be used to inform instruction. ● Plan must address LEA-procured digital content purchased by topic, enabling teachers
to customize content from multiple sources and create curriculum tailored to their standards.
● Plan must identify a comprehensive set actions to meet fidelity requirements and have a clear, comprehensive and realistic plan for mitigating the challenges.
Description of Necessary High Quality Digital Instructional Materials
Emery School District Plan relies on various technology content resources, software
programs, and applications to achieve improved student engagement and outcomes. Some of
our content will consist of open licensing, while some may be copyrighted by a publisher.
Content applications will support inquiry-based, student-directed, and personalized pedagogical
approaches. Interactive tools, creation and production tools, and authentic resources will be
67
utilized. By implementing student use technology and utilizing available software platforms,
Emery School District students will improve proficiency levels on SAGE by 5 percent.
Emery School District uses many software platforms to supplement and enhance instruction to
help improve student performance on student assessments. We currently utilize the early
intervention grants from HB513 in K-2 grades in three schools. This includes SuccessMaker,
Imagine Learning, iReady, and iStation in these grade levels. The district will continue to
evaluate through data analysis of DIBELS and SAGE. Through the LearnPlatform, Emery
School District will determine the validity and effectiveness of these programs and may change
as the data suggests.
The district also has used funding provided through the STEM Action Center to support
Math instruction for the Elementary grades. The district selected ST Math as the vendor and
utilizes the data provided from ST Math to determine its validity and fidelity. Secondary math will
be implementing ALEKS math.
Critical Components of ST Math
● INDICATORS MEASURED IN INSTRUMENT Structural-Procedure ● Developer’s expectations of procedures and ways the intervention is physically
organized. ● Duration of Unit 75% completion by standardized testing; 100% completion by the end
of the year MIND Research Institute Computer Reports Time spent on instruction 45 minutes/twice each week MIND Research Institute Computer Reports Teacher Survey
● Structural-Educative – Developer’s expectations for what the teacher needs to know. National and state standards Scope and sequence of modules MIND Research Institute
● Computer Reports Teacher Survey Instructional-Pedagogical – Actions, behaviors, and interactions in which the teacher is expected to engage when enacting ST Math.
● Teacher facilitation of students doing intellectually challenging work “Teacher asks students to explain their reasoning.” “Teacher asks students to process their learning and experiences.” “Teacher provides an opportunity for students to process their learning and experiences.”
● Computer Lab Observation, Classroom Observation Instructional-Student Engagement – Actions, behaviors, and interactions in which the student is expected to engage when participating in ST Math. Students engage in intellectually challenging work “Students
68
demonstrate reasoning.” “Students process their learning.” “Students use spatial-temporal reasoning.”
● Computer Lab Observation, Classroom Observation Instructional-Pedagogical ST – Actions, behaviors, and interactions specific to ST Math in which the teacher and students are expected to engage when enacting and participating in ST Math. Teacher facilitation in the computer lab “Teacher asks students to describe the game animation.” “Teacher asks students what they think will happen before testing a game solution.”
ALEKS Fidelity model is as follows: ● Tier 1 – Tier 1 students will be placed into their respective ALEKS grade level courses.
For example, a Tier 1 student in Grade 6 will be placed into Mathematics - MS/LV 6. This student will learn in the ALEKS course and use QuickTables minimally. QuickTables can be assigned to the program as needed to establish and/or refresh the student’s fluency with basic math facts.
● Tier 2 – Tier 2 students will be placed into their respective RTI courses. For example, a Tier 2 student in Grade 6 will be placed into RTI 6. Tier 2 students will also use QuickTables on a consistent basis to consolidate their fluency with basic math facts. Once mastery has been established, QuickTables will be used only as needed. It is recommended that a teacher or other adult supervise students in Tier 2 intervention in a lab or classroom setting.
○ Tier 2 students will be most likely to move up into Tier 1 if they use ALEKS as an interventional instruction method for a minimum of 5 hours per week; daily use is recommended. For example, Tier 2 Grade 6 students will advance from RTI 6 to Mathematics - MS/LV 6, thereby catching up to their classmates in Tier 1.
● Tier 3 – Tier 3 students, regardless of their grade level, will be placed into MS RTI Tier 3, and also require human intervention and persistent, individual attention. ALEKS can guide teachers, aides, and parents in targeting their interventional instruction through dynamic, automated reports and individualized learning.
○ Tier 3 students in MS Rti Tier 3 can progress into Tier 2 and their respective grade level RTI courses. For example, Tier 3 Grade 6 students will advance from MS RTI Tier 3 to RTI 6, thereby catching up to their classmates in Tier 2.
In order to effectively use the number of electronic capabilities that the district has
purchased or will purchase requires us to enhance our current infrastructure.
Emery District is currently conducting a survey of all Digital Instructional Materials in the
District. We currently have some of our schools using the OER (Open Educational Resources)
in mathematics and science. Emery District uses the Recommended Instructional Materials
System (RIMS), USBE. Most of our textbooks include a digital component with onsite licenses
that can be accessed by teacher, parents and students.
69
Most schools have purchased tablets and Chromebooks that are being used in a variety
of classrooms and include appropriate programs and application ability.
Continued professional development is in the planning stages for online assessment and
intervention programs. The survey will be instrumental in developing the plan in order to have a
knowledge of current licenses and of professional development opportunities. Data will need to
be assessed concerning the fidelity to the programs being used and of success or failure of the
programs. The district will use LEARN services to monitor technology and inform personnel
with the data set.
Emery School District will utilize the state-supported LearnPlatform to support overall
program management of its DTLI efforts, including monitoring utilization and our educators’
experience with these and other technologies to inform continuous improvement. As a Google
Apps for Education (GAFE) user, we will also take advantage of the LearnPlatform Chrome
extension to support our teachers and students and understand which tools are used most
frequently. Our goal is to improve both outcomes for students and our investments in digital
teaching and learning.
Emery School District’s configuration of the LearnPlatform will streamline the process for
all stakeholders to (1) develop continuous improvement plans, (2) use data to inform
instructional and operational decisions, and (3) integrate and analyze multiple data sources to
develop plans and continuously improve.
1. During 2016-17, continuous improvement plans will be finalized. Emery School District
will work with the LearnPlatform technical assistance team to quickly configure and align
the LEA’s LearnPlatform account to support our LEA’s business processes,
communication, and monitoring for continuous improvement, including:
a. Integrating LEA’s previous edtech inventory and engineering study information;
70
b. Configuring the system to match the needs of our administrators, teachers,
students and administrators;
c. Providing access for teachers and administrators to access and monitor their
edtech;
d. Defining the key edtech activities, interventions and measurements (see below
for examples)
2. Emery School District’s program management will focus on continuous and ongoing
improvement, supported by integrated insights, data and input from and for
administrators and teachers. To support our educators’ efforts, (LEA) will have a
centralized digital teaching and learning profile for each school, with an integrated
edtech inventory on its LearnPlatform. In alignment with all state and federal regulations,
data integration from products, process automation, and communication tools of the
LearnPlatform will be used to further streamline processes, such as:
a. Allowing educators an easy way to centrally see, share insights, learn and ask
questions about digital teaching and learning tools;
b. Efficiently piloting new tools, with both qualitative and quantitative results to
inform implementation;
c. Rapidly analyzing the impact of current and new digital teaching and learning
interventions;
d. Providing administrators and educators instant dashboards for digital teaching
and learning ecosystem;
e. Use the Google Apps for Education extension (or other LEA supplied technology)
to provide time saving tools for educators and remotely monitor which digital
teaching and learning tools are used and how often;
71
f. Centrally managing and sharing findings and status for all teachers and
administrators to inform their instructional and operational decisions; and,
g. Enhancing our LEA’s own processes with insights learned from other LEAs.
3. Program technology utilization and achievement measures will be monitored and
centralized in LearnPlatform and mapped against additional data sources which include:
a. Quantified feedback from educators, based on a research-based rubric
b. Pilot and trial tests which survey specific user types, products, learning
applications and/or student variables
c. De-identified student co-variate data (demographic, gender and other filters)
d. LEA and state-level testing data
e. Product utilization data at the user and/or school level
f. Product access monitoring (via Chrome extension where applicable)
Administrators and teachers will have secure access, dashboards, and appropriate
controls, as well as quarterly reports to inform plan adjustment to advance our digital
teaching and learning initiative.
“During 2015-2016, Emery School District participated in the UETN edtech
inventory process, highlighting 12 products in use. Microsoft Office, Google Apps
for Education, Adobe Acrobat Reader, Success Maker, ST Math, BURST, Read
Naturally, Imagine Learning, Go Math, SAGE, Mastery Connect, DIBELS
(Amplify).”
72
73
VI. Detailed Three-Year Plan for Student Engagement in Personalized Learning, Including a Three-Year Plan for Digital Citizenship Curricula and Implementation This section should address how Digital Teaching and Learning at the LEA will be used to support student engagement in personalized learning. Additionally, the section should address all student grade levels that will be engaged in the digital teaching and learning program as per legislation (http://le.utah.gov/~2015/bills/static/HB0213.html ). Please visit http://www.netsafeutah.org/ for existing resources to support the plan development.
Required Plan Elements (from Suggested Revisions): ● Plan must articulate how students will have consistent opportunities to participate in
digital learning activities that integrate critical thinking, communication, collaboration, and creativity skills.
● Plan must articulate how students will have consistent opportunities to use digital tools to select personalized learning paths based on their learning needs specific to measurable student targets.
● Plan must articulate a comprehensive plan for teaching digital citizenship.
Student engagement in personalized learning Emery has recently purchased Naviance, a college and career readiness tool for all
eighth through twelfth grade students. This is a comprehensive digital solution to help the district
and individual schools align students’ strengths and interests to specific coursework and more
personalized learning paths within the school system, as well as with their postsecondary goals
and outcomes.
Students, parents, educators, and counselors will have consistent access to the tool and
students’ comprehensive four-year plans.
74
Eighth grade students will take an interest and personality survey. Counselors will merge
their individual achievement data and then meet with the students individually to create a
four-year personalized plan that will help them make the right decisions throughout their
academic journey.
Educator teams will use these plans as well as student achievement data from common
formative, benchmark, and summative assessments to assist with the development of their
coursework and course learning targets.
In the elementary grades, students currently have access to software such as Reading
Eggs, i-Ready and Raz Kids as reading programs used to provide learning opportunities on
each student’s individual level. STAR Math and Reading are used as diagnostic tools to
determine student levels and use that data to design intervention and instruction to more
accurately meet student identified critical needs and provide them with more of a personalized
learning path in reading and math. SuccessMaker, Imagine Learning, and Istation are
additional programs being utilized in elementary grades as part of House Bill 513 to encourage
literacy growth and achievement for all students with additional focus on at-risk learners,
including students receiving Special Education services and English Learners.
Personalized Professional Learning ● Year 1: Planning Year: Training/guidance. Outline roles for teachers, school counselors,
parents, and administrators. Schedule training for staff. Discuss concerns and strategies related to implementation of digital learning. Staff roles, needs, and concerns. Curriculum ideas for digital learning. In-house professional development as well as professional development from UEN and our regional service center (SESC)
● Year 2: Establish curriculum and instructional materials. Inform parents and students about the concepts and general program plans for digital learning. Inform parents of personalized learning programs and options for early school-year events and offer parents training on technology. Implement a strategy for ongoing staff and student support. In-house professional development as well as professional development from UEN and our regional service center (SESC)
75
● Year 3: Teachers will engage students in personalized learning content developed and implemented over the last three years. Learning is flexible; anytime, anywhere. Effective learning environment for personalized learning • Competency-based learning. Digital learning programs are implemented to the level the district’s infrastructure can support. Ongoing professional development/Learning for digital learning.
Student Digital learning activities Emery School District will promote and support individual school plans for personalized
learning that articulate how students will have consistent opportunities to participate in digital
learning activities that integrate such 21st century skills as critical thinking, communication,
collaboration, and creativity, and are specific to measureable student learning targets.
District assurances In order to support a personalized learning environment Emery School District will
ensure the following activities over the next three-years and beyond:
● Increase and maintain a robust digital infrastructure. ● Provide quality, ongoing professional development and coaching to educator teams in
relation to the PLC process. ● Provide professional development for teachers to help their students understand what it
means to be self-directed learners and promote “agency” in learning as an essential 21st century skill.
● Promote and support the creation of individual student personalized learning paths through the Naviance college and career readiness tool for all 8-12 grade students.
Opportunities for digital tool use on personalized learning paths All students in Emery School District receive instruction and intervention based on
formative assessment results. Professional Learning communities are growing and developing
in all schools to provide personalized learning for all students. Personalized learning is being
integrated into tiered instruction to meet student identified learning targets. Some schools are
moving to standards based grading, and instruction is specifically designed to concept mastery.
Adaptive and diagnostic software is being used in elementary schools to provide a more
76
personalized learning experience for all learners. Naviance is being used to have students
collaborate with educators to provide personalized learning over four years of high school and
develop individual learning goals and yearly targets.
Classroom Perspective
The weaknesses as shown in the disaggregation of our SAGE and ACT data, beginning
with the 2015-2016 testing outcomes and continuing through the three year improvement
process, will be addressed at the classroom level by core and ACT tested teachers. Based on
our readiness assessment, our first step will be to develop balanced data capacity through
increased infrastructure and activation of our professional development plan. Current
personalized learning software will be evaluated for effectiveness and implementation to fidelity.
Future software for personalized learning needs will be based on SAGE and ACT improvement
and achievement.
Digital Citizenship We will continue to require adherence to the district acceptable-use policy (IJNDA) for
students as well as (IJND) for employees and (IJNCA) for the use of web pages, and (IJNDCB)
for internet safety. Found at http://www.emerycsd.org/policies.cfm. We will encourage faculty
and staff to utilize the netsafeutah.org website to teach students proper technology etiquette.
77
Personalized Professional Learning
VII. Professional Learning This section shall include a description of how an LEA will:
i. Provide high quality professional learning over three years for educators, administrators, and support staff participating in the program, including ongoing periodic coaching;
➢ Please visit http://www.uen.org/development/ for existing resources and professional learning to support your plan development.
ii. Provide special education students with appropriate software;
Required Plan Elements (from Suggested Revisions): ● Plan must focus on curriculum planning and student-learning activities integrated with
digital technology tools and resources. ● Plan must focus on content-specific strategies for integrating digital technology into the
curriculum for all subject areas addressed in the goals and objectives.
Emery District Plan will implement educational technology resources and tools that
support teaching and learning, progress monitoring, and assessment to enhance the ongoing
investment in technology. Our goal is to invest in the tools to allow teachers to engage students
in their own learning and allow teachers to integrate them into everyday classroom functions –
as accessible as all other classrooms tools. We will survey the district on the uses of various
technology content resources, software programs, and applications to achieve improved student
engagement and outcomes.
Our goal is to provide content applications that support inquiry-based, student-directed,
and personalized pedagogical approaches. Interactive tools, creation and production tools, and
authentic resources will be utilized. Initially, the plan emphasis will be on conducting a
district-wide assessment of current as well as future professional development needs.
The assessment is in two parts. The first part of the assessment will be given to all
78
employees of the Emery District, including support staff and will be used to ascertain total years
in the district, participation in professional development in the last 3 years, effective types of
models, items currently missing, barriers, and ideas to improve the capacity to meet all student
needs.
The second part will focus on Professional Learning Communities and Data Driven
Instruction/Intervention and will be given to all licensed employees. This part of the assessment
will determine what types of targeted interventions are being used, what data is being gathered,
and how effective those are. We will also gather information on those pieces that we are
currently missing as well as seek best practices for professional learning communities.
Once determined, we will develop the capacity and infrastructure in order to effectively
provide all staff members with the needed professional development, using existing technology.
Training will take place at the Emery District Professional Development Center and will be
conducted by trained facilitators, including local experts, UETN professional online development
courses and other practices as needed. By the end of the first year, we will have the
infrastructure in place and the faculty trained for the implementation of technology-ready
schools going into year two. In addition, year one will include the organization of PLC’s in each
school with each team member receiving training in the disaggregation of assessment data
concerning the effective use of current technology software.
Emery District’s plan will follow the timeline used for Section IV and we will continue to
support professional development by providing the District Committee with feedback and
revising the plan as needed. Monitoring of Professional Development will be provided by
members of the committee, district supervisors, school administration, IT, mentors, and
facilitators. Technology related professional development will also be provided to all staff
members working with special education students.
79
The first year will include the survey of current professional development programs
relating to technology and an ongoing data assessment of current models of professional
development. Assessments of current practices and a needs assessment at the end of the year
will provide valuable information concerning changes to and improvements made to continued
professional development. We will continue to participate in the professional learning and
implementation support offered by USBE and UETN.
Three Year Plan
Emery School District provides ongoing and periodic coaching. Teachers, administrators
and support staff will be provided regular digital teaching and learning trainings (as part of the
2-day PD days offered yearly by the district) as well as a number of vendor provided half-day
trainings. In addition, peer learning related to digital teaching and learning takes place in
regular Professional Learning Communities (PLC’s) held by grade level and department.
Likewise periodic digital teaching and learning training takes place in faculty meetings and
Leadership
Committee meetings.
Our plan also includes the use of Edivate, which features online instruction that can be
engaged in by teachers alone, as well as in an Edivate format called “Groups”---which allows
teachers to meet in on-line PLC’s. Edivate gives teachers a place where they will be able to
collaborate using videos and sharing best practices, documents, and other resources. In the
District, the Edivate tool is currently being used by all 6th - 8th grade science teachers (with
Swivl Cameras) to enhance teacher learning and collaboration. Edivate can also be used by
teachers to assist with SLO’s and teacher-directed professional development.
One of the District pilot projects is to have all 6th - 8th grade science teachers in the
coming year create groups for each teacher in their school. Each teacher will be asked to
80
record and upload a video to share with their group. Group leaders will use the task, resource,
and discussion tools in Groups to make assignments and share resources. Each teacher will
use the Edivate portfolio tool to track their Teacher Professional Growth Plans (TPGP).
Compliance Courses will be offered to train teachers and how to use courses and get
recertified. In addition, the District has the PD support of SESC. Part of our district professional
development plan will be to utilize training resources from SESC. SESC provides a full time
technology trainer to give ongoing support in the following areas:
1. LearnPlatform Training 2. Google classroom 3. Google apps 4. Google tips and tricks 5. UEN resources and tools 6. Utah online library 7. iPads 8. Digital citizenship 9. Chromebooks 10. Teacher tools 11. Other tools as requested
We will also continue to participate in the professional learning and implementation
support offered by USBE and UETN.
How curriculum planning and student-learning activities will be integrated with digital
technology in all subject areas
Curriculum planning and student-learning will be enhanced for all subject areas by the
use of iPads and Chromebooks with related software and learning platforms. For example, the
District’s use of LearnPlatform for all teachers helps teachers in their Professional Learning
Communities as they plan for changes in curriculum that pinpoint student interventions.
Likewise, LearnPlatform offers access to data that can be used in Faculty meetings and
81
Leadership Committee meetings to identify student needs and curriculum adjustments.
SESC-provided training offers additional support in these areas too.
Software tools available for special education students
The District provides access and support for a wide range of software tools especially
geared towards the needs of special education students and English learners, here are just a
few: Imagine Learning is a language and literacy software program for ELs, struggling readers,
early childhood education, and Special Education students. Reading Eggs and Raz Kids are
reading programs used to provide learning opportunities on each student’s individual level.
STAR Math and Reading are used as diagnostic tools to determine student levels and use that
data to design intervention and instruction to more accurately meet student identified critical
needs. SuccessMaker, Imagine Learning, and Istation are additional programs being utilized in
elementary grades as part of House Bill 513 to encourage literacy growth and achievement for
all students with additional focus on at-risk learners, including students receiving Special
Education services and English Learners.
82
Measurable Outcomes
VIII. Three Year Plan for how an LEA will Monitor Student and Teacher Usage of the Program Technology
Required Plan Elements (from Suggested Revisions): ● Plan must include a process for a team of stakeholders that includes LEA leadership and
representatives of other groups such as, school administrators, teachers, parents, students, and/or community members to develop continuous improvement plans for digital learning initiatives aligned to the LEA’s improvement plan.
Emery School District Technology Committee ● School Board Member - Royd Hatt ● Superintendent - Larry W. Davis ● Assistant Superintendents - Jed Jensen (Secondary), Ralph Worthen (Elementary),
Ryan Maughan (Student Services) ● Business Manager - Jared Black ● Ed. Tech Leaders - Doug Johnson, Wayne Roberts ● Library/Media - Peggy Johnson, Emery High School ● Elementary School Principal - John Hughes, Cottonwood Elementary ● Elementary School Teacher - Carly O’Neil, Cleveland Elementary ● Secondary School Principal- Doug Mecham, San Rafael Jr. High ● Secondary School Teacher- Eric Mortensen, Emery High School ● School Counselor- Ashley Jensen, Emery High School ● Elementary Computer Aide- Brenda Thomas, Ferron Elementary ● Parent Member- Lori Huntington
Committee Responsibilities ● Meet throughout the school year as needed but at least quarterly ● Work with the District Technology Team to develop a 3-year technology plan and
complete the technology grant application ● Present the committee’s tech grant application to the board for final approval ● Work with the Tech Team in making application revisions ● Work with the Tech Team in launching the tech grant after approval ● Work with the Tech Team in creating a district 5-year technology plan ● Finalize and approve a 5-year plan for presentation to the board ● Monitor both the tech grant plan and the 5-year tech plan and amend as needed
83
● Review test data related to SAGE and ACT goals ● Address any weaknesses relevant to the test results ● Reward success for advancements toward goals ● Monitor progress of plan goals for:
○ Professional Development ○ Capacity and Infrastructure ○ Additional hardware and software
● Work with community councils in getting stakeholder input
● Plan must address strategies for process improvement for digital learning that are continuously improved based on results of the ongoing data collection (e.g., based on findings professional development is adjusted; schedules are changed; content access protocols are improved; policies are updated; etc.).
Plan for Improvement The involvement of the IT Department, the District Technology Team, and the District
Technology Committee will be instrumental in developing improvements to our existing plans.
All relevant suggestions and ideas for change, addition, or deletion regarding technology plans
will be subject to Technology Committee review. In situations that are time sensitive, special
committee meetings may be called.
It is expected that the committee members and others involved in tracking the progress
of technology plans will commit to researching and staying abreast of current trends in
technology as well as state accountability and testing requirements and legislative proposals.
Committee membership will be asked to represent the organization at School Community
Council Meetings to update technology discussion points in the district. Such discussions will
include input and comment from Community Council Members.
Periodic reporting to the school board also needs to take place with presentation by the
superintendent and/or the board representative on the Technology Committee.
The committee needs to be sensitive to the need for representation from all stakeholder
groups and geographic locations. Members may be added at the discretion of the organization.
84
It is imperative that specific goals are assessed both formatively and summatively by the
committee. Where necessary, the committee will make recommendations to school-level
administrators regarding weaknesses in their attempts to meet school goals. The committee is
also encouraged to offer praise and reward to schools for successes.
● Plan must include multiple and varied sources of data (e.g., student performance data, classroom observation data, web analytics, participation tracking, survey data, etc.) that are being used to continuously improve the implementation and impact of digital teaching and learning.
● YEAR ONE - Focus will be building capacity and upgrading infrastructure as well as
professional development and establishment of PLC’s. ● STUDENT USAGE - Increased use of technology will be expected of our students as
phase one of the plan is implemented (infrastructure and professional development). ● TEACHER USAGE - Year one will be heavy on the professional development side of the
plan for teachers. Regular training on existing technology will be held at the Emery District Professional Development Center with some in-service targeted to specific groups while other trainings will be of a more comprehensive nature.
● YEAR TWO - Focus will shift to the addition/use of technology. ● STUDENT USAGE - Emphasis will be on class resources relevant to ACT and
SAGE-Tested domains. Use will be monitored by the teacher and school administration. ● TEACHER USAGE - Application and use will be monitored by the administration through
the teacher evaluation process, participation in professional development, and ACT and SAGE Test scores.
● YEAR THREE - Focus will be on the addition/use of technology. ● STUDENT USAGE - Emphasis will be on class resources relevant to SAGE-Tested
domains. Use will be monitored by the teacher and school administration. ● TEACHER USAGE - Application and use will be monitored by the administration through
the teacher evaluation process, participation in professional development, and ACT and SAGE Test scores.
The district will use LEARN services to monitor usage and inform personnel with the data set. We will provide implementation data to USBE on an annual basis.
85
Robust Technical Infrastructure
IX. Three-Year Plan for Infrastructure Acquisition and Process for Procurement and Distribution of the Goods and Services an LEA Intends to Use as Part of an LEA's Implementation of the Program This section should address E-Rate Eligible items and services (http://www.uen.org/e-rate/). This section should address the timeline and steps to be taken to address infrastructure acquisition. This section should also address the use of both UETN existing services (http://www.uen.org/ueninfo/) and existing state contracts to support educational technology (http://purchasing.utah.gov/statecontractdirectory.html) and existing and future UETN contracts.
Required Plan Elements (from Suggested Revisions): ● Plan must address scaling current network and Internet connection bandwidth to support
all LEA access needs without performance degradation even during times of maximum use.
● Plan must report site specific validate-able enrollment, both full-time and part time, and NSLP income eligibility data to USBE as per E-Rate Eligible Items
● Acknowledge inventory tracking requirements for at least five years. ● Plan must address actions to scale to meet the goal to ensure wireless access is
available and reliable in all instructional spaces and indoor/outdoor common areas.
Use of LearnPlatform will assist with establishing and maintaining an auditable edtech
product inventory during the course of this five year plan. Housing all edtech products, inclusive
of status information, grading, pricing, contract terms, compliance requirements, LEA-defined
pre-screened criteria for purchase/adoption, etc. will create a single repository of all product
information that is easily accessible, transparent, and reportable. LearnPlatform will provide
reporting on utilization and outcomes real-time and over time, during the course of this plan.
86
Currently, UETN provides backbone connectivity to all schools. We will continue to work
with UETN to make sure connectivity speeds are sufficient for current and future data needs.
UETN will be apprised of our increased data requirements as we add backbone infrastructure
and end equipment so they can plan for increased bandwidth when needed. UETN will notify us
upon reaching 60% of bandwidth capacity and we have software to monitor and evaluate
internal LAN and bandwidth usage.
Our focus will concentrate on a centrally manageable wireless solution at all schools with
sufficient coverage for current and future data needs. We will use the software with this new
solution to track bandwidth and availability to backbone services.
This system will qualify for the E-Rate program, and we are planning on including the
hardware purchases in our upcoming applications. We will also be upgrading our Routers,
Firewalls, and switches. This equipment will also qualify for the E-Rate Program and will be
included on applications over the next three years.
Enrollment & NSLP Income Eligibility (Site Specific): This data is provided in
support of our intent to coordinate/combine E-Rate eligible purchases with grant and local funds
to support the overall technology plan of the District. We plan to use the E-Rate program to
purchase wireless network infrastructure in each of the three plan years, as indicated in the
supplies and materials portion of the proposed budget.
For the current school year, total enrollment is 2,179 and overall NSLP low income
eligibility is 1,103 students, or 50.62%. This is the same data reported in the U.C.A. for Title I
building eligibility. Site specific information:
87
SCHOOL OCT 1 ENROLL NSLP Income % 104: Castle Dale Elementary 203 43.84% 108: Cleveland Elementary. 182 38.46% 120: Ferron Elementary. 229 58.95% 124: Book Cliff Elementary 91 80.22% 128: Huntington Elementary 328 48.28% 132: Cottonwood Elementary 158 63.92% 404: Canyon View Junior High 217 47.47% 408: San Rafael Junior High 259 49.81% 704: Green River High 94 71.28% 706: Emery High 418 42.11%
Procurement of technology related goods and services will be made following District
policy DJB which can be reviewed at: www.emerycsd.org/policies.cfm?pid=12325 . Whenever
possible, purchases will be made through UETN services and by using State of Utah contracts.
Otherwise, quotes and bids will be procured based on spending levels and available vendors
and service providers.
Items purchased with an individual value of greater than $50 will be tagged and tracked
according to standard inventory management guidelines for the District. Relevant items will be
depreciated based on the District depreciation schedule. Items will be tracked for a minimum of
five years.
Distribution of goods and services will be made based on location specific plans and the
available resources. The plan will place an emphasis on distribution of goods and services
resulting in equalization of tech-related educational opportunities for students.
To meet the goal of having reliable wireless access in all instructional spaces and
common-areas, the planned actions will be:
1) Year 1: Installation of wireless access points at the five schools which have not received additional access points over the last three years. These schools are:
a) Book Cliff Elementary School b) Cleveland Elementary School c) Canyon View Junior High School
88
d) San Rafael Junior High School e) Green River High School
2) Years 2-3: Installation of additional wireless access points and upgrading the routers,
firewalls and switches at all ten of our schools to systematically reduce the ratio of students or classrooms per access point. Each school will be evaluated based on specific numbers of students, classrooms, and common-areas.
Projected E-Rate purchases with DTL Grant funds
Estimated 3 year Grant Allocation $172,443
Estimated 3 year E-Rate grade 2 purchases with Grant Funds $70,400
Total 3 year E-Rate grade 2 purchases $140,800
Planned Device purchases with E-Rate funds 10 Routers 115 Wireless Access Points 50 Gigabit switches
Year 1:
● Infrastructure is a large part of our first year purchases. As specified in the table above, our DTL Grant funding will be included as part of our E-Rate submission.
● UETN is contacting companies to create a statewide bid for Wireless Access Points. We will purchase our access points through this bid, or through our standard purchase policy which includes companies who follow state contract pricing for technology products. These Wireless Access Points will provide classroom connectivity for wireless devices (iPads, Chromebooks, etc.) as only about half of our schools currently have a managed wireless solution. This will help us provide more devices for students and enable them better access to learning software programs.
● DTL Grant funds will be used to purchase routers and switches. Some will be new devices, others will be used to upgrade existing routers or switches that do not offer acceptable communications speeds (i.e. 10/100 Mb devices). These new devices will provide full Gigabit communications both in a LAN environment and across our district’s WAN.
● We will create an extensive software inventory throughout the district to develop a baseline of materials and to prioritize usage.
● We will determine effectiveness of software programs through assessments i.e.: observational ratings, student interviews, participant surveys, and self-assessments.
89
● We will collect multiple types of program data: program quality data, fidelity data, outcome data, and staff assessment data to help steer our 5-year District Technology plan. This data will be used to figure out which software is most effective in reaching our goals of increased SAGE and ACT performance.
● We have created a Technology committee tasked with keeping all stakeholders informed of progress throughout the implementation process. This committee will also receive feedback and provide insight for future projects.
● As part of our DTL Grant funds will go toward Professional Development. One component of our Professional Development plan will be to establish methods to assess staff performance enabling us to offer pertinent training and resources.
● We are in the process of collecting data from faculty and staff about what types of Professional Development they are interested in. This will provide a focal point for us as we ascertain how to spend DTL Grant funds on training and inservice.
Year 2:
● We will evaluate our bandwidth usage and the saturation of our Wireless networks. We will add access points as needed as well as routers and switches. We will continue to monitor WAN usage and provide pertinent information to UETN.
● Following our year 1 purchases, we will evaluate summative data of program effectiveness vs program use fidelity. This re-evaluation of program data will guide our direction for year 2.
● Our Technology committee will continue to provide information to our stakeholders about the improvements and successes of program use.
● We will continue communicating with faculty and staff to make sure our Professional Development program offers appropriate resources and training to increase their knowledge of software programs helping them utilize these programs more effectively in their classroom instruction.
● The effectiveness of software programs will be monitored through observational ratings, interviews, participant surveys, self-assessments, and SAGE and ACT results.
Year 3:
● We will evaluate our bandwidth usage and the saturation of our Wireless networks. We will add access points as needed as well as routers and switches. We will continue to monitor WAN usage and provide pertinent information to UETN.
● Following our year 2 purchases, we will evaluate summative data of program effectiveness vs program use fidelity. This re-evaluation of program data will guide our direction for year 3.
● Our Technology committee will continue to provide information to our stakeholders about the improvements and successes of program use.
90
● We will continue communicating with faculty and staff to make sure our Professional Development program offers appropriate resources and training to increase their knowledge of software programs helping them utilize these programs more effectively in their classroom instruction.
● The effectiveness of software programs will be monitored through observational ratings, interviews, participant surveys, self-assessments, and SAGE and ACT results.
91
X. Technical Support for Implementation and Maintenance of the Program These technical support standards should:
● Include support for hardware and Internet access… ● Remove technical support burdens from the classroom teacher
Required Plan Elements (from Suggested Revisions): ● Plan must address scale up of technical support to be available so that business and
instructional operations are minimally impacted. ● Plan must address the presence or building of a well-defined technical support
procedure. ● Plan must include process to Inventory and track portable and fixed technology assets
and LEA continues to participate in statewide inventory surveys.
Our current district technology staff will support all hardware, software, and Internet
access. With the implementation of more technology, we will increase our staff as needed to
meet these increased support needs. We will also contract the installation of Wireless Access
Points to make sure our current district technicians have the time they need to facilitate other
infrastructure upgrades and ongoing support tickets. We strive to maintain 99% ‘up-time’ district
wide with immediate response to all communication emergencies.
Our current technical support team supports our schools with at least once a week visits
by a designated technology support staff member. We have split up our school assignments so
each district technician is responsible for specific schools and is their direct line of contact. The
district provides each technician with a cell phone. This number is provided to the schools for
emergency contact purposes. Also, each school has a request form. During the week, the
district technician visits each school he is assigned to. The technician evaluates the support
request form and prioritizes listed items. This process allows him to address the most critical
items first. For more general requests like training requests, and general questions, the district
92
maintains an e-mail system. Faculty and staff are free to email their assigned technician to set
up training or to receive answers to general questions. Our staff also has remote software
setup on critical workstations to facilitate faster response times.
Along with school responsibilities, our district technicians also support all WAN and LAN.
With new technology we will use our technology staff, and Regional Service Center staff to
perform Professional Development. We are finalizing a new Professional Development Center
to hold desired trainings. We also have 2 other remote broadcast sites so we can disperse
training to all employees.
We currently use Alio for inventory tracking. When hardware is purchased and placed in
a school, an inventory tag is placed on the item either by the school secretary or the district
technician. The serial number and cost of the item are recorded so this and the inventory tag
can be entered into the Alio system. If the new item replaces current hardware, the number on
the inventory tag is given to the secretary so it can be removed from the inventory system. Alio
allows us to print reports as we manage life cycles, utilization, and documentation to be
provided for the statewide inventory survey. All hardware will continue to be inventoried and
included in our current inventory program.
At Emery School District, we want our teachers to teach their students. Our district
support staff work hard to make sure all their technical needs are met and questions are
answered in a timely manner. Through support request forms, email, and cell phone
communications, our faculty and staff have access to their designated technician 24/7/365. At
the elementary schools, there is a Computer Lab Assistant. The lab assistant helps manage
software usage in the computer lab to alleviate that burden from the teacher. They are also
very tech-savvy and often answer simple questions for teachers and staff at their school.
93
XI. Proposed Security Policies, Including Security Audits, Student Data Privacy, and Remediation of Identified Lapses
Required Plan Elements (from Suggested Revisions): ● Plan must include attached or linked policies in adherence with Utah code for the above
required policies and have been communicated (e.g. public forums, parent information nights, media sent home with students, faculty memos, etc.) with all stakeholder groups.
● Plan must include LEA and school digital technology policies that incorporate “Responsible Use” guidelines that encourage proactive, positive behavior with digital technologies and have a systematic process for consistent or continual policy updates.
● Plan must include evidence that the LEA and school leaders and the local school board have worked with a variety of stakeholder groups to create and adopt policy regarding the role of digital technology in a student-centered learning environment and have a systematic process in place to continuously advocate for this policy with relevant stakeholder groups.
Emery School District emphasizes information and data security by faculty, staff, and students.
We strive to make sure our students are able to access data and information in a safe and
secure environment with the use of firewalls and filtering servers. Our faculty and staff are
trained on security measures and safe data practices. We are finalizing the results of a security
survey we conducted to evaluate the effectiveness of our security policies. Our Technology
Committee will meet to review these results and update our acceptable use policies and create
a security audit plan.
Part A. LEA Security Policies
As per our acceptable use agreement with faculty and students, the technology staff will track
data/device usage and make sure everyone follows our current policies. These policies are
provided to students at the beginning of each year with a parent and student signature required,
and the form returned before the student is allowed access to any connected device. We also
94
have an Internet Safety Policy. This policy outlines monitoring practices for appropriate and
inappropriate internet and network usage. Another policy currently in place is our Educator/
Employee Use of Web Pages. This policy provides instructions for proper creation of web
pages for teaching practices. All of these policies are available on our district website under
‘Board Policy Manual.’
Part B. LEA Security Audit Plan
We will work with the Technology Committee to create/implement a security audit plan. In the
future, we will contact UETN to perform a full security audit on our system. We currently have a
firewall router to maintain external network security and access. We also have an iBoss server
to filter internet content for all devices connecting to our network. We will test our backup
procedures to make sure we have working backups for critical data. Our plan will be reviewed
by the technology committee each year to make sure it is adequate and addresses any
significant changes.
Part C. LEA Student Data Privacy Policies and Procedures
As per our acceptable use agreement with faculty and students, the technology staff will make
sure everyone is following data privacy policies and procedures. We will make sure all staff are
trained on FERPA laws and will strictly adhere to these laws. We will also adhere to the
Children’s Internet Protection Act (CIPA). We continually monitor internet usage with our iBoss
server to make sure our students are protected from inappropriate content. We will also
continue training faculty and staff on best practices in Internet use to keep students from
inadvertently accessing inappropriate material. We strictly manage access to our Student
Information System (currently Aspire). Each student has an assigned number and password.
Parents/guardians also have an assigned username and password allowing access to grades,
95
attendance detail, and lunch balances for their dependents currently attending any Emery
District school. We check our SIS servers to make sure the information, including user access,
is secure and uncompromised. As per state law, we provide an annual internet safety, identity
safety, and best practices for technology training. This training addresses password
management, anti-phishing, and social engineering avoidance. We invite all faculty, staff,
students, parents, and community members to this training.
Part D. LEA Remediation Plan of Identified Lapses As per our acceptable use agreement with faculty and students, the technology staff and
administrators will follow the procedures for non-compliance of our current policies. The district
technology committee will be reviewing and updating these policies. In the updated policies we
will address remediation of non-compliance to our Acceptable Use Agreement for students and
staff. The policies will also be updated to adhere to current state and federal safety, security,
and privacy laws. These policies will be reviewed by the technology committee each year to
make sure they include any significant changes.
96
Budget and Resources
XII. Budget The LEA's overall three year financial plan, including use of additional LEA non-grant funds, to be utilized to adequately fund the LEA plan. Part A. Disclosure of LEA’s Current Technology Expenditures The LEA may provide their own template, or utilize Budget Form (Attachment A) to document their current expenditures.
Salaries: $287,072 Benefits: $157,679 Software: $63,498 (District) $35,000 (Schools) Supplies: $5,000 (Tech Department) $6,526 (District)
$10,421 (Schools – AV Supply Accounts) Hardware: $222,989 (Computer Replacement) $5,000 (Copiers)
$240,000 (Estimate – Security Cameras, Wi-Fi, Phones, Sound)
Professional Services: $6,965 (UEN)
TOTAL $1,040,150 Part B. Budget for Grant Funding Year 1 – 3 In addition to completing the Budget Form (Attachment A), provide a narrative description of the budget. The narrative clearly describes the proposed expenditures for each of the three years of the proposed project. Provide sufficient details in the budget to clarify intended expenditures associated with the project budget.
● Provide a justification for each budget category. ○ For funding for salaries, please share the number of FTEs that are increased
through this grant program. ○ Describe any other non-grant funds that will be used to help support this plan.
(This is not required, but helps demonstrate commitment.)
97
Note: A participating LEA may not use grant money: (1) To fund non technology programs; (2) To purchase mobile telephones; or (3) To fund voice or data plans for mobile telephones. (4) To supplant existing funding for educational technology
The budget will be developed in response to the priorities developed through the District
Technology Plan. Emphasis will be placed on providing ongoing budgetary resources for
maintenance and replacement of prioritized technology hardware, software, professional
development, and other resources.
Explanation of Budget Lines Salaries:
● Year 1: 4 hours * 133 teachers * $15/hour = $7,980 (budget rounds to $8,000)
● Years 2/3: 8 hours * 133 teachers * $15/hour = $15,960 (budget rounds to $16,000) Purchased Professional Services (300):
● Year 1: Contract with part-time, temporary (appx 0.33 FTE) technology specialist to help install wireless access points and to assist in professional development as needed.
Other Purchased Services (500)
● Year 1: Pay for outside experts to travel & present professional development (4 hours total for each teacher, but will be done in multiple sessions) - $5,000
● Years 2/3: Pay for outside experts to travel & present professional development (8
hours total for each teacher, but will be done in multiple sessions) - $10,000 per year Travel (580)
● Years 1/2/3: Reimbursement to 133 teachers, at the current IRS mileage rate, for traveling to/from Emery High School for professional development. Miles reimbursed will depend on starting location for each teacher.
Supplies & Materials
98
● Year 1: $1,000 for professional development meals or refreshments; $23,400 for
approximately 45 WiFi access points (@ $520 each); $5,000 for routers, switches, UPS’s, & misc hardware for Wifi, $29,400 total.
● Years 2/3: $2,820 for professional development meals or refreshments; $14,040 for
approximately 27 WiFi access points (@ $520 each); $3,640 for routers, switches, UPS’s, & misc hardware for Wifi, $20,500 per year.
Part C. Possible Increase in Funding (10% Increase Plan) Each LEA may be eligible for additional funds as they become available. This section is to provide a supplemental narrative and itemized budget that would detail how the LEA would spend funds if the budget was increased by 10%. (Note: Each LEA that has an approved plan will have the opportunity to submit a finalized budget once the final allocations are determined in December 2016. This section will be used to support your finalized budget submission.) Any increase in funding will be transferred to professional development. Part D. Projection for Future Support Costs Each LEA should include a projection for future support costs associated with their Digital Teaching and Learning Plan. The projection will support state level projections for future needs associated with this initiative. We will add on the district level staff support. Part E. Sustainability Explain how the LEA plans to scale and grow digital teaching and learning beyond the three-year grant period. This may include plans to shift existing funds to support digital teaching and learning, as well as the allocation of new funds, and/or outside grants. Our grant will focus on adding wireless capability to our schools and providing professional development so that our teachers are up-to-date in the use of digital teaching and learning. With this in mind, our sustainability plan following the three year grant term will be to maintain & update wireless capability and maintain teacher training. We are committed to allocating new funds, beyond the three year term of the grant, to maintain wireless capability. We also have four dedicated teacher professional development days, starting in the 2017-18 school year, part of which may be used for ongoing tech-related teacher training.
99
Required Plan Elements (from Suggested Revisions): ● Plan includes costs identified by the LEA that are realistic. ● Plan includes clearly identified resources it will deploy to ensure the plan’s success. ● Plan must address sustainability beyond the grant period. ● Plan must include how the LEA will continue to use effective strategies.
STATEMENT OF ASSURANCES Should an award of funds from the Digital Teaching and Learning Program be made to the applicant in support of the activities proposed in this application, the authorized signature on the cover page of this application certifies to the USBE that the authorized official will: 1. Upon request, provide the Utah State Board of Education with access to records and other sources of information that may be necessary to determine compliance with appropriate federal and state laws and regulations. 2. Conduct educational activities funded by this project in compliance with the following federal laws: a. Title VI of the Civil Rights Act of 1964 b. Title IX of the Education Amendments of 1972 c. Section 504 of the Rehabilitation Act of 1973 d. Age Discrimination Act of 1975 e. Americans with Disabilities Act of 1990 f. Improving America’s Schools Act of 1994 3. Use grant funds to supplement and not supplant existing funds from all sources. 4. Take into account, during the development of programming, the need for greater access to and participation in the targeted disciplines by students from historically underrepresented and underserved groups. 5. Submit, in accordance with stated guidelines and deadlines, all program and evaluation reports required by the Utah State Board of Education. 6. The applicant will retain records of the program for five years and will allow access to those records for purposes of review and audit.
100
Budget
Part 3: BUDGET
Applicant:
Description Funding Requested – Year One
January 1, 2017 – June 30, 2017
Funding Requested – Year Two
July 1, 2017 – June 30, 2018
Funding Requested – Year Three
July 1, 2018 – June 30, 2019
TOTAL FUNDING REQUEST
A. (100) Salaries
Professional development stipends 8,000
Professional development stipends 16,000
Professional development stipends 16,000
B. (200) Employee Benefits
C. (300) Purchased Professional & Technical Services
Tech specialist- either contracted or district employee and either part-time or full-time 22,050*
D. (400) Purchased Property Service
E. (500) Other Purchased Service
Professional development
Professional development
Professional development
101
facilitator expenses 5000
facilitator expenses 10,000
facilitator expenses 10,000
F. (580) Travel Professional
development travel 3000
Professional development travel 6000
Professional development travel 6000
G. (600) Supplies & Materials
WiFi components for priority schools… Professional development meals and refreshments 29,400*
WiFi components for priority schools… Professional development meals and refreshments 20,500
WiFi components for priority schools… Professional development meals and refreshments 20,500
H. (800) Other (Exclude Audit Costs)
I. TOTAL DIRECT COSTS (Lines A through H)
$67,450 $52,507 $52,507 $172,443
J. (800) Other (Audit Costs)
K. Indirect Cost
102
L. Property (includes equipment)
M. TOTAL (Lines I through L)
$67,450 $52,507 $52,507 $172,443
This form is a required element of the grant application. Justification for each of the categories shall be included in the budget narrative portion of the application. Modifications to the grant must be reflected over the three years of the grant and included as part of the annual reporting. For reporting, it must include an itemized breakdown of these budget categories and a budget narrative explaining how you calculated each line item and the actual total project cost share. *Funds will be spent after e-Rate acceptance letter, approximately June 2017
103
Bibliography
Croft, A., Coggshall, J.G., Dolan., M., Powers, E., & Killion, J. “Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get it Done Well. ” Learning Forward Issue Brief , April 2010. Learning Forward, Standards for Professional Learning, Accessed July 1, 2016. http://learningforward.org/standards#.Vyd8ZUwrKcw Means, B., Murphy, R., Javitz, H., Haertel, G., & Toyama, Y. (2004). Design Considerations for “Evaluating the Effectiveness of Technology-Related Teacher Professional Development”. Menlo Park, CA: SRI International. https://www.sri.com/work/publications/design-considerations-evaluating-effectiveness-technology-related-teacher-professi “National Educational Technology Standards for Administrators.” International Society for Technology in Education. Eugene, OR: International Society for Technology in Education, 2009. North Carolina Learning Technology Initiative (NCLTI) Framework for Planning . Raleigh: Friday Institute for Educational Innovation, 2008. http://www.fi.ncsu.edu/assets/research_papers/nc-11-learning-technology-initiative-planning/nclti-planning-framework-.doc. Staker, H. & Horn, M. “Classifying K-12 Digital Learning.” Innosight Institute, Inc., May 2012. http://www.christenseninstitute.org/?publications=classifying-k-12-digital-learning-2. Texas STaR Chart: A Tool for Planning and Assessing School Technology and Readiness Aligned with the Texas Long-Range Plan for Technology. Texas Education Agency. 2001. US Department of Education, Office of Educational Technology, Accessed July 1, 2016 http://tech.ed.gov/professional-learning/ Utah Master Plan: Essential Elements for Technology Powered Learning . Utah State Board of Education. 2015. http://www.uen.org/digital-learning/downloads/Utah_Essential_Elements_Technology_Powered_Learning.pdf
104