Digital Teaching and Learning Grant Program

Qualifying Grant Application FY 2017

LEA: Tintic School District

Contact Information: Mark T. Allen [email protected] (435) 433-6984

Print Name Signatures

Superintendent: Kodey Hughes

Curriculum Director:

Technology Director: Mark T. Allen

LEA Overview:

Section I: Completed Readiness Assessment Results. See Addendum #1. ​ ​ ​

Section II:

Part A: __Tintic School District__ will continue to engage in existing inventory efforts. See ​ ​ Addendum #2 for an inventory report from the Utah School Technology Inventory Tool. ​

Part B: Describe how you will integrate existing resources into the proposed three year digital teaching and learning program.

1. Tintic School District has been implementing a 1:1 program using the Google Chromebook Environment. It has been fully implemented at the high school level and funding is being used to update and make repairs to those devices. Our 1:1 program allows students to use their devices at home and still pass through our on-site firewall and filtering systems. Elementary schools are currently using classroom sets of either Chromebooks or iPad Minis. 2. Future funding will focus on expanding our 1:1 program and improving computer labs throughout the district. All but Tintic High School’s media center are using old computers that need to be replaced. Although wireless access points in our schools are new, there is need to expand and add additional access points to meet the increasing demand on wireless access. 3. With our 1:1 Google Chromebooks we have implemented a single-sign-on system with all students and faculty through the Google Administrative Console and would like to expand that to include our computer labs and personal mobile devices through Active Directory. Funding would be required for the hardware, software, and configuration of active directory services on our campuses. 4. Infrastructure refresh cycles will be integrated in the three year plan annually to replace chromebooks, lab computers, and networking equipment.

LEA Capacity and Goals:

Section III: - Option B: Local Baseline (Measurable & Quantitative) - Must contain root causes ​ and solutions including rationale and supporting data for root causes.

Long-term Outcomes:

Based on state/district SAGE data our goal is a 5% proficiency increase in Grades 5-8 on SAGE using a baseline of the district’s 2015-16 proficiency scores. This goal will be achieved by the end of the third year of the LEA’s implementation of the program. Root causes of current SAGE baseline include the lack of Digital Teaching professional training & coaching, as well as a personalized learning environment for students. The LEA strategic plan will be to increase monitoring and coaching of the teacher/student learning environment through conferencing, surveys, and reviews.

Intermediate Outcomes:

• 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.

GOALS Overview: It is our goal to provide an appropriate educational program and learning environment which will effectively meet the educational needs of our students and communities; and help our students accomplish educational goals which are significant, durable, and transferable. We will focus on providing every student the opportunity for a personalized learning environment. It is also our goal to have every classroom, school and the district be a dynamic learning environment. To accomplish these goals we will focus on providing our teachers with quality, ongoing, professional development opportunities.

1. TARGETED Student Achievement as measured by: 3% proficiency aggregate increase on SAGE in Grades 5-8 by the end of year 2. Followed by a by a 2% proficiency aggregate increase the next year using a baseline of the school’s 2015-16 SAGE proficiency scores.

2. Teachers will utilize technology to: increase student engagement, improve personalized learning, and differentiate instruction as measured by: A. Pre/Post surveys or focus groups B. TrueNorth Logic C. Administrative Conferencing and Google Classroom Reviews with all individual teachers during teacher Reviews and evaluations

Direct Outcomes: (http://www.uen.org/digital-learning/downloads/Utah_Essential_Elements_Technology_ ​ Powered_Learning.pdf) ​

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. 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 researchers at Stanford (Fredricks, Blumenfeld, & Paris, 2004), students’ cognitive and social-emotional engagement lead 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.

TARGETED Student Achievement as measured by: 1% proficiency aggregate increase on SAGE in Grades 5-8 in year one using a baseline of the school’s 2015-16 SAGE proficiency scores.

Section IV: Implementation Process

Part A: Description of specific activities/deliverables that will take place during the 3 year implementation process and how they align to the project goals.

Professional Development With the current infrastructure, hardware, and software available in our district the greatest need lies in professional development (building knowledge and understanding). Staff development is necessary to assist teaching staff in making the paradigm shift required to enable technology to best support instruction. In conjunction with our 1:1 Chromebook program, the district must provide a variety of technology related staff development opportunities that focus on Google Classroom and Google Apps for education along with effective applications of technology in innovative ways. Common Goals of Professional Development: - Improving student achievement - Improving staff and student competence with technology - Implementing technology tools into new and existing curriculum and instruction - Improve technology planning within schools - Creating pilots and model projects for utilization of technology in learning - Creating a learning community with respect to technology and education - Enabling students to become quality users of technology

Wireless Infrastructure Ensure the students uninterrupted access to digital learning tools and resources by making infrastructure improvements to the wireless network, including additional wireless access points and addresses.

Active Directory Infrastructure Improve the fidelity and security of student learning by migrating to a single sign-on system using Active Directory. Expand the district infrastructure to integrate Active Directory single sign-on throughout the physical and wireless networks, including faculty, student, and guest devices by purchasing the server and network hardware and software to support it.

Learning Management System & Active Directory Integration Integrate our 1:1 Chromebook program and Google Classroom’s LMS with the newly installed Active Directory system to allow students to continue their digital learning on any computer, laptop, or mobile device. Integrate the two systems to use a single-sign-on on all devices.

Part B: Timeline. Provide a detailed timeline for year 1 and the general plan for years 2-3.

Activity Timeline Roles/Responsibilities Communication Plan (Date) for this event

Present January, LEA Grant Team LEA grant team members will meet Professional 2017 Members: with the principals of the schools who Development & Superintendent will be involved. Infrastructure Hughes,School (All schools within the district) plans to Principals Principals & who will be Director Allen participating.

Begin January, LEA Grant Team Outlining the necessary purchases Infrastructure 2017 Members: for wireless access point planning & Superintendent improvements and the purchasing Hughes, School implementation of Active Directory. Principals & Director Allen

Present February, LEA Grant Team Teacher feedback will be given to the Professional 2017 Members: LEA grant planning committee. Development plan Superintendent to district teachers Hughes, School Principals & Director Allen

Installation of March, Director Allen along Work with CUES to increase the Wireless 2017 with instructors number of wireless access points and Infrastructure from CUES ensuring full campus coverage in all Improvements schools.

Get teachers March – Director Allen along Teachers will sign up for trainings signed up for the May, with instructors Building administrators will quadrate PLCs & 2017 from CUES & UEN Dates and Timelines. Professional PD Development Courses will be held Dates in June and July.

Installation of June, Director Allen along Work with CUES to install, configure, Active Directory 2017 with instructors and test Active Directory on wired Network & from CUES and mobile devices. Servers

Teachers begin July & All District Teacher roles will be issued to the taking Google August, Educators district and building administrators, Classroom PDs 2017 additional teachers will receive increased Google Classroom instruction to present to the rest of the faculty. Continued Year 2 All District Teachers will be evaluated through Teacher PD Educators the TrueNorth Logic Teacher Evaluation Evaluation platform for integration of the new Google Classroom/personalized areas of learning.

Learning Year 2 Director Allen along Unify the LMS and Active Directory Management with instructors at into a single-sign-on with Google System and CUES Console Management. Active Directory Integration

Continued Year 3 All District Teachers will be evaluated through Teacher PD Educators the TrueNorth Logic Teacher Evaluation Evaluation platform for integration of the new Google Classroom/personalized areas of learning.

Part C a: Roles and Responsibilities. Describe the roles and responsibilities of the partners involved in the project. (See Part B table) Superintendent Hughes: Oversee the Professional Development of Google Classroom Technology Director Mark Allen: Oversee the infrastructure improvements in wireless access & Active Directory. Principals: Oversee the implementation of Professional Development of Google Classroom into the classroom. Teachers: Receive Professional Development training for Google Classroom and integrate it into students digital learning. Select teachers will receive additional training to support the basic training.

Part C b: Roles and Responsibilities. Detail the governance structure for decision-making, communication and fiscal responsibilities.

(See Part B table) Superintendent Hughes will oversee the full implementation of our Digital Teaching and Learning plan. He will delegate the infrastructure improvements to Technology Director Mark Allen. He will oversee the Professional Development training for teachers, and delegate classroom integration and review to the school Principals. Select teachers will be responsible for additional Professional Development training and will teach what they learned to the other faculty and will report to the superintendent. Teachers are responsible for implementing the Professional Development into their curriculum and improve the Digital Teaching & Learning environment of their students, then report to their Principal.

Part D: Communication Plan. Describe how program actions and outcomes will be communicated to stakeholders.

(See Part B table) Communication will go up the governance structure as follows: (Professional Development) Teachers > Teachers with additional training > Principals > Superintendent > School Board or (Infrastructure) Teachers > Principals > Technology Director > Superintendent > School Board

Digital Curriculum - Instructional Tools

Section V: Specifically address which digital instructional tools will be purchased with grant ​ funds over three years.

Identify new and current instructional tools and how they will address target goals.

We will not be purchasing any instructional tools with the grant funds. The district will purchase textbooks and/or online resources for the Google Apps Program. Tintic School District will continue to use district and school funding for this purpose. We will continue to upgrade and update the hardware, software, and licensing to ensure that teachers and students have relevant and functional resources with microsoft needs and display teaching items (Smart-TV, Apple TV, projectors) in the classroom.

Identify how data will be used to inform instruction:

In school and district PLC’s teachers will analyze data from the following: SAGE-iReady- Utah Compose and/or Pre-ACT

List the digital content available by topic:

Digital Content Provided through McGraw Hill Education- ConnectEd & Pearson

Science: - Biology - Chemistry - Earth Science

Math: - Physics Principles & Problems - Math for Business and Personal Finance - Aleks - Moby Max

Language Arts: - SAGE - Formative - Utah Compose - Lexia Learning Core 5 - DIBELS

Social Studies: - Discovering our Past, A History of the World - Discovering our Past, History of the United States - Geography: The Human and Physical World - United States Government: Our Democracy - United States History and Geography: Modern Times - World History and Geography

Special Education - See Section VII Part 3

Identify fidelity requirements and how to mitigate challenges:

Fidelity will be measured by having regular administrator evaluations of instruction as well as the supervised implementation of any new programs or training. We will mitigate challenges by taking advantage of UEN resources and training modules. Oversight in training and instruction will also help to mitigate challenges. In addition, fidelity requirements and monitoring will extend to the following:

Google Classroom: All grading, calendar items, and course syllabus. Also, assessments, scope and sequence. Lexia Learning: 60 minutes each week instructional usage. PLC’s: Held monthly at a minimum. School and district level administrators attending. Utah Compose: Required two times each month.

Section VI: Detail a three year plan for student engagement in personalized learning. ​

Identify how students will have consistent opportunities to participate in digital learning activities that integrate critical thinking, communication, collaboration and creativity skills by grade level.

With our 1:1 Chromebook program we have made learning tools available to students 24:7 by making those devices available to students at home. With their Chromebook and access to Google Classroom, students will have unlimited opportunity to participate in digital learning in a collaborative setting. Improving their interaction with critical thinking and creativity skills will require teachers getting continuing professional development training with Google Classroom to take advantage of its growing library of student critical thinking and creativity software.

Identify 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.

Google Classroom: By implementing a full roll out of Google Classroom we will be able to accomplish better and more accurate reporting that is integrated into the teaching process. Positive and unified use of Google Classroom will enable the district to identify learning outcomes that correspond with individual assignments and quizzes. As teachers are grading ​ assignments and quizzes, they will be gathering data about student achievement and mastery. When teachers and administrators want to check student progress they can utilize the Google Classroom gradebook. Teachers can create learning paths with rubrics built into the tool that are based off of a student assignments or assessment scores. Students are then presented with different materials and activities based on their needs. This gives teachers the tools to deliver alternative course content and activities based on student performance and design custom coursework for each student if needed.

With continual PD and professional development teachers will gain knowledge and understanding of how to more effectively use technology to enhance student learning. ​

Identify a comprehensive plan for teaching digital citizenship.

Districts (Tintic, Juab, North Sanpete, South Sanpete, Sevier, Piute, and Wayne) in the Central Utah Education Services (CUES) region actively provide training to help teach internet safety and prepare students, teachers, and parents to be better digital citizens. The districts have identified issues associated with the use of computers, phones, tablets, etc that they will proactively provide training and resources to address. They include:

● Digital literacy and ethics ● Inappropriate content ● Online sexual solicitation ● Online privacy ● Sexting ● Cyberbullying ● Security ● Responsible social media use ● Resources to use when help is needed

The important training to build better digital citizens is being accomplished in many ways throughout the region on a daily basis. It is recognized that responsible use of devices cannot be accomplished with an annual training required by statute, but must be part of our daily interaction with students, parents, and teachers. Districts in the CUES region share resources and collaborate to meet these needs by:

● All districts have acceptable use policies with user agreements ● Required parent training with student ● NetSmartz trainings with students, teachers, and parents ● UEN NetSafety training to students, teachers, and parents ● Assemblies ● Incorporating digital literacy into all classrooms (modeled by teachers) ● CUES On-line resources ● District On-line resources ● Community events to promote awareness ● Filtering and education ● Positive social media use by districts ● Districts have created a safe and supportive environment ● CUES has a certified technology trainer to assist districts

Personalized Professional Learning

Section VII: Professional Learning ​

Detail your three year plan for high quality professional development for educators, administrators and support staff that includes ongoing periodic coaching.

Our three year plan will focus on obtaining student learning results per our goals stated in Section III. Professional Development will focus on instructing teachers on how to best use and operate the Google Classroom student management system. Instruction in this SMS will directly lead to achieving improvements in SAGE scores in the 5th through 8th grades by training teachers to use all of the tools they have available to them as well as improve the personalized learning of students. Professional Development in Google Classroom will show teachers the specific resources available to each curriculum. Periodic coaching will occur to follow up on previous professional development as well as as to follow up on the goals set in Section III. Teachers will participate in this coaching at staff meetings following professional development sessions directed by their school administrators at staff meetings.

Part of our district professional development plan will be to utilize training resources from CUES. CUES provides a full time technology trainer to give ongoing support in the following areas: 1. Network training 2. Ed. Tech endorsement 3. Google classroom 4. Google apps 5. Google tips and tricks 6. 3D printing and modeling 7. UEN resources and tools 8. Utah online library 9. iPads, Chromebooks, etc 10. Digital citizenship 11. Fun formative assessment (Nearpod, Socrative, Kahoot!, etc.) ​ 12. Teacher tools 13. Adobe Spark 14. Other tools as requested

Explain how curriculum planning and student-learning activities will be integrated with digital technology in all subject areas.

The 1:1 Chromebook program has empowered teachers and students to synergize their curriculum plans and student learning activities. This capacity can be expanded by improving teachers use of Google Classroom’s Learning Management System and making improvements to our Student Information System. Once these two systems are working and communicating, students and teachers will greatly advance their individual and joint learning capacity.

Identify the software tools that will be available for special education students.

MobyMax is a curriculum replacement tool used for special education. It replaces all common-core curriculum including math, reading, science, history, etc. It makes learning fun and easy. The state also provided our special education department with a Swivel tool and software that allows our special education teachers to monitor and record their students’ learning experience.

Assessment - Measurable Outcomes

Section VIII: Detail a three year plan for how and LEA will monitor student and teacher usage ​ of program technology

Describe how student and teacher usage will be monitored:

Tintic School District will improve the utilization of the Google Extension LearningPlatform to support overall program management of its 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.

1. During 2016-17, continuous improvement plans will be finalized. Tintic 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. Tintic 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. b. Allowing educators an easy way to centrally see, share insights, learn and ask questions about digital teaching and learning tools; c. Efficiently piloting new tools, with both qualitative and quantitative results to inform implementation; d. Rapidly analyzing the impact of current and new digital teaching and learning interventions;

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; 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. 2. Program technology utilization and achievement measures will be monitored and centralized within the teacher evaluation program and mapped against additional data sources which include: a. Quantified feedback from educators, based on research-based rubric b. Pilot and trial tests which survey specific user types, products, learning applications and/or student variables c. LEA and state-level testing data

Describe the process for a team of stakeholders to develop continuous improvement plans for digital learning initiatives aligned to the LEA’s improvement plan:

Currently in a small rural district our schools are working with district (Lead Team) to provide coverage in all of the needed state and federal requirements. This committee is made up of parents, teachers, school administrators, and district administrators. We have representation for all stakeholders in all areas in our district. Currently the technology improvement plan is essentially the focus of that group. In the Tintic School District the most important work occurs at the school level with community councils and school level technology/digital learning improvement plans.

Describe the LEA’s strategies for process improvement based on the results of ongoing data collection:

The data is shared with school personnel for improvement from the bottom up. Data outcomes are shared with the district (Lead Team) all school board members, school parent committees, and other stakeholders for input and feedback. Improvement strategies are developed and implemented from the school board level all the way to teacher level PLC’s and individual classroom instruction level.

Identify the data sources that will be utilized to evaluate the impact of digital teaching and learning:

Elementary School Lexia Learning data, elementary and secondary Formative SAGE results throughout assessment windows, student projects highlighted on websites. Percent of Assignments on Google Classrooms Apps for education platform, that demonstrate technology use.

Robust Technical Infrastructure

Section IX: Three year plan for infrastructure acquisition ​

Detail a three year plan for infrastructure acquisitions that utilize State contracts while identifying E-Rate eligible items and services:

Infrastructure will focus on two key acquisitions: Wireless Coverage Improvements & Active Directory Implementation. The plan for year 1 is to complete the wireless coverage planning, purchasing and installation. These improvements are needed immediately to ensure the students digital learning goes uninterrupted. Year 1 will also include the planning of the Active Directory network implementation including the required hardware and software purchases that will have to be made. Year 2 will focus on the installation and implementation of Active Directory. Year 2 and 3 will focus on improving the integration of 3 parts: Google Classroom’s Learning Management System, our Learning Information System, and the newly installed Active Directory. The goal will be to centralize them all into a single-sign-on system.

Describe how the LEA will address scaling the current network without performance degradation:

The wireless network infrastructure improvements can occur concurrently with classroom activities without interruption. Active Directory implementation will require we wait till students are out for summer and no summer classroom activities will be interrupted.

Describe how the LEA will report site specific validate-able enrollment, both fulltime and part time, and NSLP income eligibility data to USBE as per E-Rate eligible items:

The district provides this data in its SIS System: Aspire. Then the data is uploaded to the state UTREX system.

Verify inventory tracking requirements for the last five years:

District-wide inventory tracking has been implemented with tools from Google with continued integration of barcoding or RFID tagging.

Describe how the LEA ensure that wireless access is available and reliable in all instructional spaces and indoor/outdoor common areas.

Wireless Management tools with Meru helps monitor wireless coverage in all of our campuses. Improvements to wireless access will require purchasing additional access points and addresses to ensure coverage for all students at peak hours.

Section X: Technical Support for implementation and maintenance of the Program ​

Describe how technical support will scale along with the digital teaching and learning program:

CUES region district technology directors currently meet monthly at CUES to plan, coordinate, train, and purchase the resources needed for successful implementation and maintenance of technology programs in each individual district. A six year plan has been developed that ensures continuance and renewal of district programs necessary for the function of district technology initiatives. The CUES region technology directors currently provide technical support to each other in the programs they use and implement. Through the process of RFP’s at CUES the district technology directors have implemented the following programs region wide.

1. HP switches 2. HP IMC switch management tools (Server housed at CUES) 3. FortiNet Fortigate Firewalls 4. FortiNet FortiAnalyzer (Housed at CUES) 5. Iboss filtering appliance 6. FortiNet wireless controller 7. FortiAuthenticator for secure access to networks 8. VMWare 9. Regional Web servers 10. Full time Apple Certified repair technician

Because of the amount of money available to small to medium districts additional responsibilities will be added without additional hours or compensation to provide technical support and implementation services.

Any other technical support will be done at the discretion of the Technology Director either himself or with the assistance of hardware/software manufacturer technical support.

Describe the technical support procedures and process:

Students, Staff, and Teachers bring technical support needs to the attention of their school’s administrator/principal. The principal then submits a technical request for the the district’s Technology Director. The director then assesses the item in question and schedules either a time to fix the problem himself or submit a repair request with CUES or the hardware/software manufacturer. We use a request chain to help reduce the number of unnecessary help requests: Students/Faculty > Administration > Technology Director > CUES/Manufacturer

Describe the LEAs inventory process for tracking assets:

Assets are kept in an electronic inventory log upon being received, and are then tracked by serial#, user, and classroom. We are now implementing a barcoding/RFID tagging system to help track assets as well.

Data and Privacy

Section XI: Security Policies ​

Part A: LEA Security Policy: See Addendum #3 & Section XI: Part D ​ ​ ​ ​ Part B: Describe the LEA’s security audit plan:

CUES member districts in cooperation with UEN have set up a schedule for a security penetration test every other year. The first security audit occurred in April of 2016. This test evaluated member districts using the CIS Critical Security Controls.

Part Ca: Student Policies: Data Privacy & Responsible Use: See Addendum #4 ​ Part Cb: Describe the LEA’s process for involving stakeholders in the improvement of security policies:

Tintic School District board of education will work with the district technology team which consists of public members to draft and enact efficient security policies. Additionally, stakeholders will participate in security training in association with the Technology Director and superintendent focusing on password management and how to avoid scams like phishing and other predatory actions. Pard D: Describe the plan to remediate any identified security issues in the LEA’s system if any:

UEN has provide a security report to each CUES member district and CUES to identify our strong areas of security and offer suggestions to remediate areas of concern. CUES district technology directors met together in June 2016 to develop a plan to address the improvement of Security. They include but are not limited to:

1. CIS 1: Inventory of Authorized and Unauthorized Devices ​ a. Actively manage (inventory, track, and correct) all hardware devices on the network so that only authorized devices are given access, and unauthorized and unmanaged devices are found and prevented from gaining access. i. All hardware devices are cataloged in district inventory system. ii. Working towards authentication for all users to gain access to the district networks. iii. Technology purchases come through the district. iv. Chromebook and iPad wifi access management at admin level.

2. CIS 2: Inventory of Authorized and Unauthorized Software ​ a. Actively manage (inventory, track, and correct) all software on the network so that only authorized software is installed and can execute, and that unauthorized and unmanaged software is found and prevented from installation or execution. i. Administrators approve all app and software purchases. ii. District installs all software. iii. Device Management software used to install and track software. iv. Work toward all teacher’s/student users on workstation non-admin. (Can’t install software)

3. CIS 3: Secure Configurations for Hardware and Software on Mobile ​ Devices, Laptops, Workstations, and Servers a. Establish, implement, and actively manage (track, report on, correct) the security configuration of laptops, servers, and workstations using a rigorous configuration management and change control process in order to prevent attackers from exploiting vulnerable services and settings. i. Security configurations are set before the device is put into service ii. Training/PD for staff and admin regarding security/password strength, protecting self. 1. Change password more frequently 2. Move away from saving passwords on login screens 3. Require password to logon to workstation. 4. Require password to wake from sleep. 5. Set devices to go to sleep when inactive

4. CIS 4: Continuous Vulnerability Assessment and Remediation ​ a. Continuously acquire, assess, and take action on new information in order to identify vulnerabilities, remediate, and minimize the window of opportunity for attackers. b. NOTE: Cyber defenders must operate in a constant stream of new ​ information: software updates, patches, security advisories, threat bulletins, etc. Understanding and managing vulnerabilities has become a continuous activity, requiring significant time, attention, and resources. i. Be vigilant in our efforts to identify and remediate vulnerabilities. 1. Acquire knowledge through consistent/continuous training. ii. Training/PD for all staff to make them more aware of the potential for attacks.

5. CIS 5: Controlled Use of Administrative Privileges ​ a. The processes and tools used to track/control/prevent/correct the use, assignment, and configuration of administrative privileges on computers, networks, and applications. b. Note: The misuse of administrative privileges is a ​ primary method for attackers to spread inside a target enterprise. Two very common attacker techniques take advantage of uncontrolled administrative privileges. In the first, a workstation user running as a privileged user, is fooled into opening a malicious email attachment, downloading and opening a file from a malicious website, or simply surfing to a website hosting attacker content that can automatically exploit browsers. The file or exploit contains executable code that runs on the victim’s machine either automatically or by tricking the user into executing the attacker’s content. If the victim user’s account has administrative privileges, the attacker can take over the victim’s machine completely and install keystroke loggers, sniffers, and remote control software to find administrative passwords and other sensitive data. Similar attacks occur with email. An administrator i. Use non admin accounts for general use on admin workstations. ii. No personal accounts used for admin access. iii. Work toward all teacher’s/student users on workstation non-admin. ( Can’t install software)

6. CIS 12 : Boundary Defense ​ a. Detect/prevent/correct the flow of information transferring networks of different trust levels with a focus on security-damaging data. i. Maintain and update firewall. ii. Review policy often. iii. Learn and utilize network analysis tools within the firewall. iv. Keep student networks separate from teachers or admin.

7. CIS 15: Wireless Access Control ​ a. The processes and tools used to track/control/prevent/correct the security use of wireless local area networks (LANS), access points, and wireless client systems. i. Student/Teacher network passwords accessible through tech staff only ii. Learn/Maintain/Utilize wireless controller capabilities

Budget and Resources

Section XII: Budget ​

Part A: Detail the LEA’s current technology budget. See Addendum #5 ​ Part Ba: Provide a description of the budget that clearly describes the expenditures for each of the three years of the proposed budget. The budget should include grant and non-grant funds. Provide justification for each budget category.

Items (100) and (200) cover the Salaries and Employee Benefits of technology employees as well as the cost of Professional Development for teachers. Item (600) covers the one-time and ongoing costs of software and software licenses. Item L. Property covers the one-time hardware purchasing costs. See Addendum #5 & #6 for additional clarification.

Part Bb: See attached Budget form (Addendum #6 - Attachment A) ​ ​ Part Bc: Identify any FTE increases.

The Digital Teaching & Learning grant will not include or effect FTE increases.

Part C: Identify how a 10% increase of funding will be utilized if received: A 10% increase in funding will be used to increase network hardware purchases to extend student access to online digital tools, as well as access to professional development for teachers.

Part D: Project future support costs beyond year 3: Future support costs beyond year 3 will be consistent with the current budget in an effort to upgrade our infrastructure, improve student security, and provide professional development.

Part E: Describe how the LEA sustain the digital teaching and learning program beyond the three-year grant period.

Our district will work collectively with our business administrator to monitor the costs associated with digital teaching and learning. As cost savings are realized (through textbook savings, transitioning devices from students to classrooms as part of recycle, etc.) we are committed to repurposing those funds to support the refresh needs associated with infrastructure necessary to sustain and grow digital teaching and learning. We will look to grow beyond our goal set to address additional subject areas and grade levels as funds become realized.

ADDENDUM #1

ADDENDUM #2

ADDENDUM #3 Also See Section XI: Part D ​

ADDENDUM #4

Publishing on the Internet Technology Usage Tintic County School District

1. Purpose: District websites provide instructional resources; information about curriculum, instruction and school authorized activities; and general information relating to our schools and our District's mission. Communication with parents, family, the community and students is important for the District and each classroom teacher. Events and projects can be displayed to show what has been happening in the classroom along with keeping all informed about future events and assignments. It is important that teachers give their web page address to students and parents as often as possible and keep their site updated.

Tintic School District teachers will be allowed to create and post their own web pages to the Internet. This will place the primary responsibility for the content of the teacher's page on the teacher. Building administrators and the Tintic School District are also responsible under federal law for the content of these pages. Teachers should be extremely careful whatever they post. It is the responsibility of the teacher, the building administrators and the District to ensure that all District hosted web pages follow District policies and state and federal laws. This guide is intended to assist District personnel and teachers in the development and posting of web pages.

2. Policy: 2.1. Teachers posting web pages on District sponsored web servers must adhere to the established rules and guidelines.

2.2. Posting of student work on District sponsored web servers must be in compliance with the established rules and guidelines.

3. Procedure: 3.1. Web Page Rules and Guidelines

3.1.1. This policy provides the basic overview for teachers posting web pages linked to the District webpage. Among the key points are:

3.1.1.1. Teachers and administrators are encouraged to develop links to third party hosts. The links need to conform to the "three-click rule" so that the link does not provide connection to inappropriate sites.

3.1.1.2. Teachers and administrators need to attend training sessions if they are going to create and maintain a District web site.

3.1.1.3. The District encourages teachers to involve students in the development of web sites. (Involvement needs to be grade appropriate. Students can be involved in various aspects including layout, design, choosing colors, and offering suggestions).

3.1.1.4. All web pages are subject to evaluation at any time by District administrators.

3.1.2. The content and links within the District, school, or teacher web site should:

3.1.2.1. Be informative.

3.1.2.2. Be accurate.

3.1.2.3. Be current.

3.1.2.4. Pertain to education or to the functions of the school.

3.1.2.5. Be correctly written, spelled and punctuated.

3.1.2.6. Be thoughtfully and attractively presented.

3.1.2.7. Have written parental permission to display a student's name or picture.

3.1.2.8. Ensure that a student CANNOT be identified by attaching his/her name to a specific picture, phone number or address. 3.1.2.9. Have written permission in order to display the name or picture of any staff member or School Board member.

3.1.2.10. Require written permission be obtained for single, specific pictures or it may be generally given for District approved use.

3.1.2.11. Allow adults to be identified by attaching his/her name to a specific picture, phone number or address with written permission.

3.1.3. Content and links (defined as any site that can be reached in two clicks or less) within the District web site or, a teacher/student page linked from the District site, should not:

3.1.3.1. Contain or point to pornographic, violent, obscene, objectionable or offensive material.

3.1.3.2. Violate copyright laws by containing unauthorized or plagiarized content including but not limited to written materials, pictures, graphics, audio, and video.

3.1.3.3. Contain any personal information on students without written parental permission.

3.1.4. In order to protect individual privacy and promote good community relations, District web sites or, teacher/student pages linked from the District website, should:

3.1.4.1. Never provide addresses, phone numbers or other private information about students.

3.1.4.2. Never post individual pictures with the student's first or last names.

3.1.4.3. Only post class pictures that include three (3) or more students and does not include information explaining the positioning of individuals in the picture.

3.1.4.4. Never provide e-mail addresses except for the purpose of supporting or providing feedback for a school-related activity, organization or web site.

3.1.4.5. Never contain information or material that the District would not be willing to publish in other media forms (e.g., newspaper, television, brochures, etc.).

3.1.4.6. Never allow students to post their personal web pages. If students need to post a web page as part of integrating the classroom curriculum with the Internet, it should be posted on a District owned web server with teacher approval through the District or school web master. All links from a student project web page must be checked for appropriateness.

3.1.4.7. Never promote specific political, metaphysical or religious viewpoints or agendas. Links to such pages may be placed on a web page for research purposes if the links are balanced.

3.2. Internet Release Form

3.2.1. The release form must be signed by teachers, administrators, staff and other individuals to give permission for information to be placed on a web page hosted by the District or any of the District's schools. This form should also be signed by guest speakers and other special event participants that will be featured on the web page. It is the responsibility of the web page creator/teacher to ensure the release form is signed and maintained if any of the following are posted on a web page:

1. First Name

2. Photograph

3. Published Project (If an individual's project is to be published on a teacher's web page, it is the responsibility of the teacher to ensure that all copyright issues are addressed.

4. Email Address

ADDENDUM #5 & #6