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Digital Teaching and Learning Grant Program

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Digital Teaching and Learning Grant Program 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
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