Alpine School District Digital Teaching and Learning Grant Application

I. LEA’s Results on the Readiness Assessment Required in Section 53A-1-1404 Our district prepared a leadership team and we completed the process for a self-assessment using the Future Ready Dashboard. We had previously used this same tool for an assessment in December of 2014. Our full results are available at the link below. Alpine District Future Ready Assessment August 2016 The three page summary of our evaluation is included below:

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 Part A. This link is to the Summary Report from last December using the State Technology Inventory tool, and it is included on the next page. Our current practice is to try to have an access point in every other classroom, plus additional points in office and common areas around the school or classrooms where additional connectivity needs have been identified. Also included is a link to a spreadsheet that has detail of all of our responses plus school specific detail generated from the state inventory tool. Our process is to update the inventory and count by location each December so the numbers in the spreadsheet represent the count last December. However, we have added the two new schools we opened at the beginning of the school year with their current inventory. We also recognize that some of the information in last year’s inventory may not be completely accurate. Our commitment is to fix this as we move forward. As we completed the inventory last year, we undercounted the instructional spaces in many locations. As we update this, our access point ratio will decrease. We will participate in future inventory efforts with UETN as requested.

Part B. Alpine School District has a good base on which to build and existing resources will be used to full use in our plans moving forward. While we plan to add as many as 20,000 devices over the next three years, we currently have over 40,000 devices in the environment as of last fall. Existing resources will be used extensively in our plan from devices to software to infrastructure. In all of the targeted schools and teachers, they have existing teacher machines. Some also have student devices available. Our plan is to bring in new student devices in our targeted areas and have school use the existing student devices in other classrooms. We believe that by deploying technology with necessary training, support and other components in place we can model how this existing technology can best be used. We also have software tools available in many places as detailed in section 5 of this application. We will adopt and use new tools but will take full advantage of existing resources. Our existing wireless infrastructure is built to handle classroom sets in our classrooms. Where we find limitations because of physical structures, distance or extra devices, we are prepared to bring in additional access points.

III. Statement of Purpose that Describes the Learning Objectives, Goals, Measurable Outcomes, and Metrics of Success an LEA Will Accomplish by Implementing the Program Alpine District has focused its Mission, Vision, Values, and Goals around increased student learning. Our vision articulates a process to achieve personalized learning for students through formative assessments with feedback, timely data to base decisions for instruction and intervention, and personalized intervention and enrichment to achieve mastery of essential knowledge, skills, and dispositions. Specific and Actionable Root Causes of Performance Challenges Lack of Resources - Alpine School District is a large school district functioning at or near the bottom of per pupil expenditure, yet competing with other Wasatch front districts for salary, facilities, and resources to draw talented people to the organization. Traditionally the district has funded a computer for teachers, administrators and secretaries on a rotation basis as well as one computer lab for elementary schools and two for secondary schools. Additional labs, mobile devices and other technology are purchased through school funds, district CTE funds, grant money or any other resources that can be found. With this inconsistent funding stream, devices for student learning are inadequate. Between district purchased lab machines, CTE purchased devices and school purchased computers or devices, we currently have around 29,000 student learning devices. With over 78,000 students that means that we are just over one learning device for every 3 students. Very few resources have been dedicated to educational technology support as well with only two individuals on a district level with full time responsibilities to support instructional technology. Consistency and Coherence with devices- With the vast majority of learning devices being bought by schools with grant or school funds, we have very inconsistent environments. A few schools have purchased many devices and have reached 1 device per student, although they deploy in classroom sets rather than to students. Other schools do not have access to federal funds and have not prioritized and have very few learning devices. Within the school, this inconsistency is also evident with some teachers within a grade or department having digital resources while their counterparts do not. Also, since devices are often purchased with one time money, schools often try to hold on to devices well past the point where they should be rotated. So many of our devices have limited use as they are past the point they can be updated.

Additionally, with devices being purchased through grants or schools, different people have chosen different types of devices. For teacher rotation machines we provide Macbooks for elementary teachers, but secondary teachers choose between a Macbook and a Windows machine. Elementary labs are Macs and Secondary labs are Windows, with the exception of some CTE labs. We have over 8,000 iPads in our environment and over 8,000 Chromebooks or Chromeboxes. We also have carts of macs and PCs for student use. Often teachers teaching the same subject and trying to do the same function have different devices making sharing of best practices and available digital resources difficult. Deployment models are also mixed with some schools choosing to put a few devices in each class, while others choose to deploy mobile carts. Consistency with Digital tools and Professional Learning - We also have little consistency with digital materials and tools. We have a district wide literacy curriculum available either in print or digital format. Other text materials are chosen from an approved list but schools have different choices with some converting to digital resources in some areas, but most relying mainly on print. We provide a district implementation of Google Apps for Education and Microsoft Office, but other tools are chosen by schools, so many different learning programs are in use between and even within schools. With only two individuals for instructional technology training and coaching, different individuals take on this responsibilities in our schools informally. Training and evaluation are not planned and comprehensive in many cases. Consistency with Pedagogy - We firmly believe that instruction should be the driver for change and not technology. Our district vision is one of professional learning communities making important decisions about curriculum and instruction to reach intended outcomes. Our district outcomes have been focused on completion where we have seen great success with 95% of our 9th graders on track to graduate and a 93% high school graduation rate. We have personalized learning through instruction and intervention to help students reach levels of learning to pass classes. With recent core shifts and changes in SAGE testing, we have not had a district wide coherent approach to instruction to achieve more rigorous and deep outcomes required for 21st century success after graduation. Pockets of schools, teams, and teachers have developed their instruction and curriculum, but it is not consistent or widespread. Plan to Address Root Causes of Performance Challenges While specifics of our plan are outlined in section IV of this application, our plan addresses these goals through some foundational principles. We are currently refining a district level definition of learning that includes academic content knowledge, 21st century skills, and dispositions to prepare students for success in college, career and workforce. With a more refined and complete target of student learning, we recognize a need to shift our current practice. Our plan addresses three distinct shifts in practice to bring about our intended 21st century learning outcomes:.

● A shift in curriculum and its essential elements ● A shift in assessment to address the components of student learning ● A shift in pedagogy

We will achieve these shifts by attending to building leadership capacity, developing teachers to shift their pedagogy within the context of the core subjects, and helping teachers learn how to use 21st century devices and tools in their teaching and assessment practice. Through this plan we address a lack of resources through providing learning devices along with digital tools and materials, network needs, support, and training to teachers in every school in our district. While some teams and grade levels are not directly impacted, we will use this model to teach schools so that we can

leverage their resources to be effective in other areas. We plan to address consistency by deploying standardized devices as well as standardized learning materials so that teachers and teams can learn from each other. We plan on this becoming an ongoing commitment so that devices and tools are not deployed without an ongoing plan to refresh as needed. We also plan to address consistency in pedagogy through significant training in curriculum and pedagogy before any technology is deployed, so we can assure that technology is not just used to entrench further poor instructional practices. In elementary schools, we will work through entire school implementations. In our secondary schools, we will implement through content area, with teams of teachers in the same content are working together across schools. With each group, whether by school, or content level teams, we will go through a three year implementation with a focus the first year on leadership preparation, the second year on pedagogical shift, and then the third year on using 21st century tools and assessment. Our full plan envisions impacting all schools with a focus on training and classroom sets of devices in elementary grades 4-6 and classroom sets of devices in several subject areas in secondary schools over the next four years. Money from this grant is only sufficient for approximately 12-15% of the needed resources, with the district reallocating other funding to make up the difference. While our plan envisions full district implementation and we will describe it as such, funding resources are scarce and scaling the plan to impact less schools and less secondary teams may be needed. Desired Outcomes Direct Outcomes Learning Environments

In some of our technology pilot programs over the past year, we have used the ELEOT (Effective Learning Environments Observation Tool) as a way to measure the learning environment in classrooms and any impact from our program. Observers can be certified through ELEOT to maintain inter-rater reliability. We would plan to observe each classroom involved during year two and year three using the ELEOT.

Teacher and Student Perception We have also created a student and teacher survey designed to measure the constructs of Student Engagement, Rigor and Relevance, and Effective Technology Use. Teacher and student surveys contain parallel items allowing comparison between teacher and student perception. We would administer these survey to all participating teachers and students during year two and year three of the plan.

Future Ready Assessment We would expect growth on our scores on the Future Ready Assessment as we retake the assessment annually.

Intermediate Outcomes Elementary

In our elementary schools, while we would work with all teachers at the school during the pedagogical shift year, we will deploy devices in grades 4-6 during the following year, and ask schools to continue to use school purchased devices to support the lower grades. SAGE - We will establish our baseline data at the end of the leadership year in working with a school and expect a 3 point increase in SAGE scores in Science by the end of the Technology integration year.

Secondary

We will work through content areas in secondary school, implementing in one content and moving to another. SAGE will be our primary intermediate measure in content areas and grade levels where it is available. Our baseline score will be established at the end of the Leadership Year. Additionally, our district will create internal assessments and measures by course, measuring knowledge, skills and dispositions. Where SAGE does not exist we will lean solely on these established internal measures; however, the baseline for these measures may not be ready until year two or three of implementation with a specific content team. Our baseline score will be established at the end of the Leadership Year and then a 3% increase will be the goal be the end of the technology implementation year.

Long Term Outcomes Elementary

SAGE - 5 to 7 point increase in SAGE scores by the 4th year after the baseline leadership year. For our initial cohort of 7 schools that will receive devices next year in a technology and assessment year, we would expect a 3 point increase from the baseline established this year in 2018-19. For the Cohort of 16 schools who will begin training on pedagogy next year with technology implementation in 2018-19, we would expect a 2 point increase. Internal Measures- Assessments of 21st century skills will be created. Rubrics will be developed, and a process for reliable rating will be established, so we can measure growth. We would expect similar gains of 5 to 7 point over a 3 to 4 year period.

Secondary SAGE - In content areas assessed by SAGE, a 5 to 7 point increase in SAGE scores by the 4th year of implementation from the baseline Leadership year. For our first cohort of secondary teams implementing pedagogical training next school year, and technology integration in 2018-19, we would expect a 2 point increase in that year. Internal Measures - In the courses belonging to the adopted content areas, we plan to develop Alpine District benchmark assessments based on knowledge, skills, and dispositions within that course content. Rubrics will be developed and a process for reliable rating will be established so we can measure growth. We would expect similar gains of 5 to 7 point over a 3 to 4 year period.

IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes Alpine District has focused its Mission, Vision, Values, and Goals around increased student learning. We are currently refining a district level definition of learning that includes academic content knowledge, 21st century skills, and dispositions to prepare students for success in college, career and workforce. Our vision articulates a process to achieve personalized learning for students through formative assessments with feedback, timely data to base decisions for instruction and intervention, and personalized intervention and enrichment to achieve mastery of essential knowledge, skills, and dispositions.

Our plan addresses these goals through some foundational principles. With a more refined and complete target of student learning, we recognize a need to shift our current practice. Our plan addresses three distinct shifts in practice to bring about our intended 21st century learning outcomes:.

● A shift in curriculum and its essential elements ● A shift in assessment to address the components of student learning ● A shift in pedagogy

We will achieve these shifts by attending to building leadership capacity, developing teachers to shift their pedagogy within the context of the core subjects, and helping teachers learn how to use 21st century devices and tools in their teaching and assessment practice. In elementary schools, we will work through entire school implementations. In our secondary schools, we will implement through content area, with teams of teachers in the same content are working together across schools. With each group, whether by school, or content level teams, we will go through a three year implementation with a focus the first year on leadership preparation, the second year on pedagogical shift, and then the third year on using 21st century tools and assessment. Our full plan envisions impacting all schools with a focus on training and classroom sets of devices in elementary grades 4-6 and classroom sets of devices in several subject areas in secondary schools over the next four years. Money from this grant is only sufficient for approximately 12-15% of the needed resources, with the district reallocating other funding to make up the difference. While our plan envisions full district implementation and we will describe it as such, funding resources are scarce and scaling the plan to impact less schools and less secondary teams may be needed. We will implement our plan in stages. Approximately 16 elementary schools will begin implementation each year, and a number of teams from a single content area in our secondary schools will also begin implementation each year. Upon implementation, the school or team will participate in a leadership year, a pedagogical shift year, and a technology and assessment shift year. Metrics will begin during the pedagogical shift year. Leadership years address the paradigm shift for personalized learning and use of space and time. We will provide implementation data to USBE on an annual basis. We have several desires that are foundational to our Alpine District 21st Century PLC Plan.

1) Accelerate Student Learning (meaning academic knowledge, 21st century skills, and learning dispositions) through a focus on pedagogy

2) Impact all schools within Alpine School District over a several year period. 3) Hold true to our established Alpine District Mission, Vision, Values, and Goals and current initiatives

and priorities. 4) Develop shared leadership at the district, school admin, and teacher levels. 5) Invest heavily in teacher training to shift pedagogy, curriculum, and assessment. 6) Address all gears in the Future Ready Framework.

Activities Timeline Roles and Responsibilities

Communication Plan

District Level

Create a 21st Century PLC Steering Committee - Guides decisions on implementation. Schools, content areas, software, devices, etc.

Created September 2016

Director of Technology Chairs committee

Communicate to principals in principals meetings. Communicate to Board of Education in Board Study Session

Create a Business and Community Coalition

Fall 2016 Under direction of Superintendent

Communicate with and update the Board of Education and District Community council

Hire Director of Future Ready Learning and Instructional Integration coaches

Winter 2016 21st Century PLC Steering Committee

Communicate with principals and district staff through meetings to establish role and vision

Elementary Schools

Year 1 - Leadership - Principals will participate in a 21st Century PLC Cohort throughout the first year lead by district leadership. Activities will include shared readings, speakers, activities, site visits to build leadership capacity along 5 identified leadership domains. Participating principals will also work with their school leadership team during this year to build their capacity to lead each grade level team. Principal cohort activities will build capacity for principals to work with leadership teams.

2015-16 - 7 Orem elementary Schools 2016-17 - Starting in November: New Cohort (B) of elementary principals of 4-16 schools. 2017-18 New Cohort (C) of elementary principals of 4-16 schools 2018-19 New Cohort (D) of elementary principals of 4-16 schools

Elementary Supervisors, the Administrator of Educational Services and the Technology Director will plan and facilitate the leadership cohort

In October of 2016. Elementary Principals will be invited to a special meeting to explain the vision for the plan. Principals will be invited to apply for participation in the 16-17 cohort. Those not applying will work toward readiness. Teacher leaders in every school will be prepared by principal to lead their teams.

Year 2 - 21st Century Pedagogy - Teachers will participate in four paid days of summer training along with embedded training throughout the year. The guiding framework will be the Engineering Design Cycle from EiE and teachers will be prepared to incorporate culminating STEM activities into their science curriculum. Developed tasks are low tech with students completing activities with common classroom and household supplies. Pedagogy focuses on developing students critical thinking, collaboration, communication, and creativity skills

2016-17 21st Century Pedagogies year for Cohort A (Summer training complete) 2017-18 21st Century Pedagogies for Cohort B 2018-19 21st Century Pedagogies year for Cohort C 2019-20

Directed under the leadership of Director of Elementary Curriculum. We have a partnership with Professor Steve Shumway from BYU to develop the Engineering tasks and to lead cohorts of training, along with our existing teachers who have participated in past years.

Parents of students in participating schools will be invited to a special parent night to highlight the problem-solving STEM learning approach. Our first was held in September of 2016.

21st Century Pedagogies year for Cohort D

Year 3 - Technology Integration - Teachers will again participate in four paid days of summer training as well as follow up opportunities throughout the year. Training will prepare teachers for deployment of classroom sets of learning devices at a two student to one device ratio in grades 4-6. Existing school devices and resources will be used to provide smaller sets for grades k-3. Appropriate content and tools will be identified to facilitate 21st Century Skills as well as academic content and training will focus on building teacher confidence in this base set of tools. For instance, to support communication skills, a presentation tool will be chosen and used and training will develop teachers ability to use the selected tool.

2017-18 Technology Implementation Year for Cohort A 2018-19 Technology Implementation Year for Cohort B 2019-20 Technology Implementation Year for Cohort C

Training will be planned and facilitated through a partnership with the school principals, the director of Future Ready Learning (a new position we plan to create), and the team of curriculum coaches.

Continued teacher and parent meetings.

Secondary Schools

Year 1 - Leadership Year - All secondary School Principals will participate in a 21st Century PLC principals Academy. Principals will share combined readings, experiences, site visits and discussions. They will also serve as an steering committee to decide on the order to implement with content areas and direct the development of district 21st Century student assessments to help us measure workforce and college readiness. District content specialists will participate as appropriate. In subsequent years, assistant principals and other content specialists will participate.

2016-17 Leadership Year for Secondary Principals & Science Leaders 2017-18 Secondary Asst. Principals and Language Arts content leaders. 2018-19 Leadership Year for some Secondary Asst. Principals and Social Studies Content leaders

Under Direction of the Administrator of 7-9 schools and the Administrator of High Schools partnering with Educational Services personnel.

Principal Supervisors are leading the principals in study to prepare for administrators to lead. Decisions on the scope of the project for the first cohort will be decided in consultation with the group of principals and their supervisors, in consultation with their teacher leaders. These decisions will be made over the next 1 to 3 months.

Year 2 - 21st Century Pedagogy - The first cohort of teachers (science teachers) will receive training on 21st Century pedagogies along with training on implementation of new Utah science core standards. Teachers will receive several summer days to plan curriculum projects and teaching units as well as follow up

2017-18 21st Century Pedagogies year for Science Teachers Leadership Year for some Secondary Asst. Principals and

Coordinated by the Director of Future Ready Learning and Technology Integration Coaches in cooperation with the content area

Parents are educated on the purpose of the project through Genius Hour nights. One of our pilot schools that helped us develop this plan held a parent celebration night where students highlighted their own passion projects and deeper learning

training throughout the year. In subsequent years, Language Arts and Social Studies teachers will participate.

Language Arts content leaders 2018-19 21st Century Pedagogies for Language Arts Teachers 2020 - 21 21st Century Pedagogies for Social Studies Teachers

specialists. from throughout the year.

Year 3 - Technology Integration. - Having worked to implement 21st century pedagogies, teachers will be given classroom sets of student devices for a one to one ratio. Teachers will again be given several additional summer days of training. A core set of tools and content will be identified and training will focus on competency for teachers in using the chosen tools.

2018-19 Technology Implementation for Science Teachers 2019-20 Technology Implementation Year for Language Arts 2020-21 Technology Implementation for Social Studies Teachers

Coordinated by the Director of Future Ready Learning and Technology Integration Coaches in cooperation with the content area specialists and the Technology Department. .

Plans for coordination with stakeholder groups will continue into the technology integration year.

Part A. Activities Rollout of the plan will be by school in the elementary grades and by content area in the secondary grades. Elementary Schools- District elementary schools will be put into cohorts with a new cohort beginning year one of the process each year. Once begun, implementation is a 3 year process. After four years the cycle will repeat in preparation for device refresh. Year 1 - Leadership - Principals will participate in a 21st Century PLC Cohort throughout the first year lead by district leadership. Activities will include shared readings, speakers, activities, site visits to build leadership capacity along 5 identified leadership domains. Participating principals will also work with their school leadership team during this year to build their capacity to lead each grade level team. Principal cohort activities will build capacity for principals to work with leadership teams. Year 2 - 21st Century Pedagogy - Teachers will participate in several paid days of summer training along with embedded training throughout the year. The guiding framework will be the Engineering Design Cycle from EiE and teachers will be prepared to incorporate culminating STEM activities into their science curriculum. We have a partnership with Professor Steve Shumway from BYU to develop the Engineering tasks and to lead cohorts of training, along with our existing teachers who have participated in past years. Developed

tasks are low tech with students completing activities with common classroom and household supplies. Pedagogy focuses on developing students critical thinking, collaboration, and creativity skills Year 3 - Technology Integration and Assessment - Teachers will again participate in several paid days of summer training as well as follow up opportunities throughout the year. Training will be planned and facilitated through a partnership with the school principals, the director of Future Ready Learning, and the team of curriculum coaches. Training will prepare teachers for deployment of classroom sets of learning devices at a 2 student to one device ratio in grades four through six. Existing school devices and resources will be used to provide smaller sets for grades k-3. Appropriate content and tools will be identified to facilitate 21st century skills as well as academic content and training will focus on building teacher confidence in this base set of tools. For instance, to support communication skills, a presentation tool will be chosen and used and training will develop teachers ability to use the selected tool. Secondary Schools - Secondary Schools will implement by content area so training can be done within the context of pedagogical practice. Different content area teacher cohorts will be brought on each year over a 4 year cycle. Year 1 - Leadership Year - All secondary School Principals will participate in a 21st Century PLC principals Academy. Principals will share combined readings, experiences, site visits and discussions. They will also serve as an steering committee to decide on the order to implement with content areas and direct the development of district 21st Century student assessments to help us measure workforce and college readiness. District content specialists will participate as appropriate. In subsequent years, assistant principals and other content specialists will participate. Year 2 - 21st Century Pedagogy - The first cohort of teachers (science teachers) will receive training on 21st Century pedagogies along with training on implementation of new Utah science core standards. Teachers will receive several summer days to plan curriculum projects and teaching units as well as follow up training throughout the year. In subsequent years, Language Arts and Social Studies teachers will participate. Year 3 - Technology Integration and Assessment. - Having worked to implement 21st century pedagogies, teachers will be given classroom sets of student devices for a one to one ratio. Teachers will again be given several additional summer days of training. A core set of tools and content will be identified and training will focus on competency for teachers in using the chosen tools.

Part B. Timeline 2015-16 & 16-17

● Leadership Year for Cohort A of 8 North Orem Elementaries (already in process) 2016-17

● 21st Century Pedagogies year for Cohort A (Summer training complete) ● Leadership Year for Cohort B (17 elementaries) ● Leadership Year for Secondary Principals & Science Leaders

2017-18

● Technology Implementation Year for Cohort A ● 21st Century Pedagogies for Cohort B

● Leadership Year for Cohort C (16 elementaries) ● 21st Century Pedagogies year for Science Teachers ● Leadership Year for some Secondary Asst. Principals and Language Arts content leaders

2018-19

● Technology Implementation Year for Cohort B ● 21st Century Pedagogies year for Cohort C ● Leadership year for Cohort D ● Technology Implementation for Science Teachers ● 21st Century Pedagogies for Language Arts Teachers ● Leadership Year for some Secondary Asst. Principals and Social Studies Content leaders

2019-20

● Technology Implementation Year for Cohort C ● 21st Century Pedagogies year for Cohort D ● Leadership year for Cohort A ● Technology Implementation for Language Arts Teachers ● 21st Century Pedagogies for Social Studies Teachers ● Leadership Year for remaining Secondary Asst. Principals

2020-21

● Technology Implementation Year for Cohort D ● 21st Century Pedagogies year for Cohort A ● Leadership year for Cohort B ● Technology Implementation for Social Studies Teachers ● Evaluate continuing classroom deployment or moving to a 1 to 1 or BYOD model.

Part C: Roles and Responsibilities Partnership Governance Structures-

● 21st Century PLC committee - Representatives of Key stakeholders ● Community and Business Steering Committee - Representation of Key business and

community leaders to provide direction and priorities for the project ● K-12 Leadership Committee - District Leadership team to oversee teaching and learning

initiatives in the district. They will have oversight of the structure of the other committees and incorporate the plan into other district initiatives.

Roles - ● Director of Technology Services - Oversees coordination of components of the plan ● Future Ready Learning Director (new position)- Direct responsibility for Professional Learning,

and Curriculum, Instruction, and Assessment Gears. Supervises Tech integration coaches ● Director of Technology Infrastructure - Oversees the Robust Infrastructure Gear and Network

Security ● Director of Data Services - Oversees Data security policies and database security plan ● Director of Technology Support - Oversees tech support professionals and management and

deployment of learning devices

● Director of Educational Technology - Coordinates training and support for existing district supported tools and technologies

● Director of Research and Evaluation - Helps provide data on chosen metrics of progress ● Director of Curriculum- coordinates content area teams to support and plan trainings with

Future Ready Learning Director ● Administrator of Educational Services- Provides oversight to all plan components, coordinates

leadership training academies with principal supervisors. ● Administrator of Public Relations - Chairs Business and Community partnership committee.

Works with Board of Education on Policy changes.

Part D: Communication Plan We think of this as a Communication and Input Plan. To build commitment of stakeholders they need to have input into decision-making as well as information. We plan to accomplish this through several groups.

● Business and Community Steering Committee - Business and Community leaders to advise on the general direction of the plan and interface with government and other community groups for support.

● 21st Century PLC Steering Committee - ○ This committee includes Public Relations personnel for the district and will help advise on

communicating and involving parent groups, community councils, and parents. ○ This Committee also includes representatives of the School Supervisors. A key part of the plan

is leadership through principals and leadership teams of teachers at schools. That will be a major focus of the leadership year of training.

● K-12 Leadership Committee - Advises and decides on the focus of the implementation and interaction with the Board of Education. The Steering Committee acts under the direction of this group.

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 Alpine District has focused its Mission, Vision, Values, and Goals around increased student learning. We are currently refining a district level definition of learning that includes academic content knowledge, 21st century skills, and dispositions to prepare students for success in college, career and workforce. Our vision articulates a process to achieve personalized learning for students through formative assessments with feedback, timely data to base decisions for instruction and intervention, and personalized intervention and enrichment to achieve mastery of essential knowledge, skills, and dispositions. Our plan addresses these goals through some foundational principles. With a more refined and complete target of student learning, we recognize a need to shift our current practice. Our plan addresses three distinct shifts in practice to bring about our intended 21st century learning outcomes:.

● A shift in curriculum and its essential elements ● A shift in assessment to address the components of student learning ● A shift in pedagogy

We will achieve these shifts by attending to building leadership capacity, developing teachers to shift their pedagogy within the context of the core subjects, and helping teachers learn how to use 21st century devices

and tools in their teaching and assessment practice. In elementary schools, we will work through entire school implementations. In our secondary schools, we will implement through content area, with teams of teachers in the same content area working together across schools. With each group, whether by school, or content level teams, we will go through a three year implementation with a focus the first year on leadership preparation, the second year on pedagogical shift, and then the third year on using 21st century tools and assessment. Our full plan envisions impacting all schools with a focus on training and classroom sets of devices in elementary grades 4-6 and classroom sets of devices in at least three subject areas in secondary schools over the next four years. Money from this grant is only sufficient for approximately 12-15% of the needed resources, with the district reallocating other funding to make up the difference. While our plan envisions full district implementation (and we will describe it as such), funding resources are scarce and scaling the plan to impact fewer schools and fewer secondary teams may be needed. We will implement our plan in stages by starting with smaller groups in the initial years and then building up to bigger groups. Approximately 7-16 elementary schools will begin implementation, and a number of teams from a single content area in our secondary schools will also begin implementation initially. Upon implementation, the school or team will participate in a leadership year, a pedagogical shift year, and a technology and assessment shift year. Metrics will begin during the pedagogical shift year. Currently our district has adopted a number of digital instructional materials and tools and supports school level adoptions of other preferred tools. We have encouraged fidelity and have communicated to our schools what we know about best practice. Our plan will focus on more coherence with our schools and tracking usage, fidelity, and a comparison of results between the materials used to find which leads to greater student achievement in Alpine School District. Our district has adopted a number of tools available to all schools including Wonders Elementary Language Arts Curriculum for K-6, A to Z learning’s RAZ Kids leveled reading library for K-3, Think Central (Go Math) and ConnectEd (My Math) for K-6 with schools choosing between the programs, Amplify (Dibels reading assessment and progress monitoring) for K-3, GAFE and Google Classroom for grades 3-12, Microsoft Office Suite, Edublogs student blogging for grades 3-12, Adobe Creative Suite for grades 7-12. Current school adopted materials with district support include Imagine Learning or Lexia- early intervention reading K-3, iReady & Aleks - secondary math software 7-12, Mastery Connect - assessment and collaboration platform K-12, Read 180 - reading intervention software for middle school 7-9. For this grant we will be focusing on 4th -6th grade implementation in literacy and science/engineering and science in junior highs. For schools and teams included in the grant we will focus on:

● Elementary ○ Wonders Elementary Language Arts Curriculum ○ Choosing a computer assisted instructional software for 4-6 literacy ○ Mastery Connect assessment platform ○ Other tools to aid in instruction and demonstration of 21st century learning skills such as

creativity, collaboration, communication, critical thinking. ● Secondary Science

○ Utah Core aligned OER or purchased science text materials ○ Supplemental science computer assisted instructional materials ○ Mastery Connect assessment platform

○ Other tools to aid in instruction and demonstration of 21st century learning skills such as creativity, collaboration, communication, critical thinking.

Three Year Plan for how the LEA will Ensure Schools Use Software Programs with Fidelity

2016 -17 2017-18 2018-19

Leadership preparation with junior high administrators. STEM pedagogy year for 7 cohort A elementary schools learning deeper learning STEM tasks Leadership year for Cohort B elementary schools

Implementation of pedagogy training, curriculum mapping and assessment creations in junior high science. Full technology implementation for 7 Cohort A elementary schools. Implementation of all high quality digital materials. STEM pedagogy year for Cohort B elementary schools learning deeper learning STEM tasks

Full technology implementation of junior high science with all high quality instructional materials. Full technology implementation for Cohort B elementary schools. Implementation of all high quality digital materials.

Formation of Elementary High Quality Materials Committee (HQM Committee) of teachers, administrators, parents, and University partners (when appropriate), to determine the best computer assisted instructional software to assist in 4th through 6th grade literacy. This committee and staff will also choose tools for 21st century skills mastery and demonstration. *see below the criteria to be used to make those decisions.

HQM Committee will continue to meet to review results periodically and consider newer materials to be added to the collection. Teacher training will continue and fidelity usage tracked by LearnPlatform and reviewed by the committee. Correlation between usage and student achievement data will be used to make application recommendations for the next year.

HQM Committee will meet to review results of district benchmark assessments and continue to seek best materials available. Recommendation for changes will come from the committee.

Formation of Secondary High Quality Materials Committee (HQM Committee) of teachers, administrators, parents, and University partners (when appropriate).

HQM Committee will begin to meet to determine curricular materials for science implementation teams which will begin technology implementation in 2018-19. They will consider purchased materials or OER. The committee will also evaluate supplementary computer assisted instructional materials in science. This committee and staff will also choose tools for 21st century skills

HQM Committee will meet to consider newer materials to be added to the collection. Teacher training will continue and fidelity usage tracked by LearnPlatform and reviewed by the committee. Correlation between usage and student achievement data will be used to make application recommendations for the next year. Committee will review results of district benchmark

mastery and demonstration. *see below the criteria to be used to make those decisions.

assessments and continue to seek best materials available.

Support personnel, including a director and tech integration coaches, hired to plan and direct professional learning and give in-school support. Training based on choices of adopted materials by committee.

Additional in-school coaching support will be added with focus on Ed Tech support as devices are rolled out. Tech support hours will be increased as devices increase. Coaches will track implementation, usage, and fidelity data from participating teachers and make recommendations to HQM committee.

Support personnel, both tech and curricular will work to assure ease of implementation of district benchmark assessments. Coaches will track implementation, usage, and fidelity data from participating teachers and compare them with testing data and make recommendations to HQM committee.

24/7 Professional Learning- The HQM committee will evaluate Edivate, Simple K12, and other professional learning resources and make recommendations for adoption for participating teachers. Work with district HR to allow this work to have recertification credit.

Implement 24/7 Professional Learning from multiple providers and platforms. Work with SUU to allow college credit for accumulation of “badges” specific to each teacher’s own PD needs. Begin process to allow 24/7 access to district provided PD by creating platform and content specific to Alpine School District.

Continue all PD models, providing credit to incentivize teachers’ use of personal time for professional learning.

Principal PLC time will be focused on developing the capacity to lead teachers, evaluate the effectiveness of the new pedagogies and high quality instructional materials, and account to each other for the results at their schools.

Principal PLC time will be focused on assessing the effectiveness of the devices and software and working with their instructional coaches to plan next steps for their individual schools after accounting to one another for their school’s results.

Principal PLC time with be focused on reviewing data on benchmark assessments and learning from those with better data on the best methods to teach and intervene for the essentials.

Instructional Literacy coaches will build capacity to support the “Wonders” reading program resources and how to use them for deeper learning outcomes. Coaches will also work to provide training and best practices in the adopted computer assisted instructional software.

Instructional coaches will focus on reading achievement and usage of Wonders materials and CAIS. They will also integrate these materials to the science core. Coaches will come together one day per week to learn from each other’s experiences. Coaches will advise the HQM committee on usage, fidelity and effectiveness.

Instructional coaches will focus on assisting teacher PLC teams in preparing for, administering, and reviewing data from district benchmark assessments. Coaches will come together one day per week to learn from each other’s experiences. Coaches will advise the HQM committee on usage, fidelity and effectiveness.

*Criteria for adoption of High Quality Digital Learning Materials: 1. Materials must align with core standards. 2. Materials must provide the flexibility to address intervention or enrichment based on individual student needs. 3. Requirements for student usage must be attainable within the time and resource constraints of our plan. 4. Materials must provide the opportunity to explore content at a deep level, and give students the opportunity to think critically and creatively, communicate effectively, and collaborate. 5. Relative to Science implementation, materials must provide students the opportunity to explore concepts from an engineering and technology perspective.

Elementary Software to be Used for the Proposed Program

Mastery Connect1 Wonders2 Elementary

Literacy CAIS 21st Century Skill Tools

2016-17

Build high quality Mastery Connect “curriculum maps” for elementary literacy that incorporate Wonders assessments and feedback from the adopted CAIS. This curriculum map delivers supported instructional materials and assessments for literacy instruction and allows for data analysis of achievement disaggregated by standard to allow for intervention to achieve student mastery.

First year of district wide implementation of Wonders using both online and print materials. Evaluate use and effectiveness for best practices. Develop best practices for technology implementation schools.

The Elementary HQM committee will research and adopt a CAIS as supplementary tool to Wonders. Instructional coaches will develop best practices and instructional models to best use available tools.

The Elementary HQM committee will research and adopt apps that support development of 21st Century skills for use in the area of language arts and science for the upper grades. Supported apps for presentations, group collaboration, creativity, and critical thinking. Instructional coaches will develop support and training.

2017-18

Refine high quality Mastery Connect “curriculum maps” for elementary language arts and build curriculum maps for elementary science that incorporates the adopted science materials and associated assessments. This curriculum map will

Train 7 initial implementation schools in best practices of Wonders digital instructional materials and use of Mastery Connect curriculum maps to assess progress in Wonders materials. Measure use of program through

Train 7 initial implementation schools in best practices of using the adopted CAIS to instruct and inform teachers on mastery levels of students aligned to essential standards. Measure use of program through Learn Platform and associated learning results.

Train the 7 initial implementation schools in using the 21st Century supported tools in support of STEM tasks and deeper learning literacy tasks. Evaluate their effectiveness, use, and teacher feedback. Make changes to supported apps and support structure as needed.

support data analysis of achievement disaggregated by standard to allow for intervention to achieve student mastery.

Learn Platform3 and associated learning results.

2018-19

Refine high quality Mastery Connect “curriculum maps”.

Train next cohort of implementation schools in best practices of Wonders digital instructional materials and use of Mastery Connect curriculum maps to assess progress in wonders. Measure use of program through Learn Platform and associated learning results. Continue to support the initial cohort of schools in use of Wonders and evaluate use and best practice.

Train next cohort of implementation schools in best practices of using the adopted CAIS to instruct and inform teachers on mastery levels of students aligned to essential standards. Measure use of program through Learn Platform and associated learning results.

Train the next cohort of schools in using the 21st Century supported tools in support of STEM tasks and deeper learning literacy tasks based on feedback from the initial cohort. Measure the use and effectiveness of support apps.

Secondary Software to be used for the Proposed Program

Mastery Connect Science Core materials

Supplementary Science CAIS

21st Century Skill Tools

2016-17

Begin to build high quality Mastery Connect “curriculum maps” for secondary science.

Form a secondary HQM committee to evaluate primary instructional materials based on the Utah Core for Junior High Science including OER materials developed by the state.

Form a secondary HQM committee to evaluate supplementary instructional materials based on the Utah Core for Junior High Science including free and purchased instructional apps.

The Secondary HQM committee will research apps that support development of 21st Century skills for use in the area of science for Junior High. Supported apps for presentations, group collaboration, creativity, and critical thinking. Coaches will develop support and training.

2017-18

Build high quality Mastery Connect “curriculum maps” for secondary science that incorporates the adopted science materials and associated assessments. This curriculum map will support data analysis of achievement disaggregated by standard to allow for intervention to achieve student mastery.

Adopt the materials and begin to implement. Use the materials to help develop a curriculum map of applicable course with identified essential standards and common assessments to be delivered through Mastery Connect. Evaluate use and effectiveness

Adopt and pilot use of the apps. Measure use and effectiveness in pilot teams. Plan training and support for follow up use and alignment to curriculum areas of need. Evaluate choices and make adjustments as needed

The Secondary HQM Committee will adopt apps in support of deeper learning in 21st Century Skills. Apps will be piloted and evaluated for their effectiveness, use, and teacher feedback. Make changes to supported apps and support structure as needed.

2018-19

Refine high quality Mastery Connect “curriculum maps” for secondary science courses and begin building curriculum maps for secondary language arts.

Full Implementation of digital materials and assessments. Measure use through Learn Platform and evaluate effectiveness.

Implementation of apps to all teams along with training. Evaluate use and fidelity through the Learn Platform and evaluate effectiveness for continued use.

Implementation of 21st century apps and training of all teachers as part of technology integration year. Learn Platform will be used to evaluate use and effectiveness of apps.

1 Mastery Connect

Mastery Connect is an assessment platform that supports collaborative teams in building curriculum and common assessments, as well as providing data based on instructional standard for each student. Our district supports school adoptions of Mastery Connect with training and materials. All teams and teachers involved in implementation of the digital teaching and learning grant will have access to Mastery Connect and will receive training and support. This tool will be an essential element in providing a personalized learning experience for our students as it tracks mastery of content based on particular standard. Teachers and students can use this readily available data to make decisions on intervention for individual students, enrichment for those who are ready and instructional strategies that yield best results. Mastery Connect will be the tool used by teams of teachers to develop curriculum maps of instruction and common assessments, which will be an important part of the work of teams involved in our digital teaching and learning grant. For instance, with our district wide Wonders adoption, we have developed curriculum maps with all of the wonders assessments with each question tied to the learning standard. Thus teachers can see by student and by standard data on student progress, rather than summative scores that combine results from 5 -10 different standards. Mastery Connect also allows teachers to share instructional materials and connect with teachers from all over the country in building materials. Mastery Connect also has the ability to facilitate district wide benchmark testing. As we will be developing our own benchmark tests by content area, we will use Mastery Connect to facilitate this testing. 2 Wonders Wonders is the combination of Elementary Literacy instructional materials, assessments, and intervention tools developed by McGraw Hill. It is intended to be the primary literacy instructional tool for teachers in elementary grades. Our district piloted Wonders in several schools last year and we are in our first year of full implementation. Wonders can be taught in a print, digital, or blended format—whatever suits your classroom. All print resources are available on a dynamic, adaptive, customizable platform. Wonder’s provides:

● A powerful, customizable lesson planner that combines whole-group and small-group instruction, ELA/ ELD, designated ELD time, and intervention instruction

● Point-of-use professional development • Inspiring multimedia: “movie trailers” to introduce core texts, mediated social learning opportunities, collaborative conversation videos, and engaging games to bring skills practice to life.

● Ready-made lesson presentations that resequence automatically as you adjust the planner ● Online performance task practice, games, adaptive learning, and much more.

Where available teachers use the online digital tools provided in Wonders, but with many teams and teachers, their primary use has been through print materials. Our grant will allow us to purposefully develop best uses and strategies for fully utilizing the instructional materials that are online and digital to get the most benefit from this program. In addition to instructional materials, Wonders provides weekly and unit assessments. Wonders is based on a spiraled curriculum with many learning standards addressed simultaneously. Therefore each weekly assessment may cover 5 to 10 different core standards. By loading these assessments into Mastery Connect, we have been able to give teachers feedback on progress by standard so that we can personalize intervention and instruction for just what the student needs. 3 Learn Platform

Digital learning tools (informed by the LearnPlatform product library) can be selected based on their research-based, rubric-grounded contextual grades, in addition to the qualitative aggregate feedback from other educators utilizing these tools in their classrooms to drive results for specific student populations and demonstrate increasing achievement metrics. Edtech can be filtered by performance indicators for closing skills gaps across specific learners, guidelines for utilization and dosage requirements, and delivery on intended outcomes, all captured and aggregated for reporting in LearnPlatform. Outcomes and analysis of activities reported via LearnPlatform will be shared across Alpine School District and will inform changes in multiple areas:

Area Potential Impacts

EdTech Tool Adoption and Utilization Analyzing utilization in and across schools to know how, how much, how often different technologies are used

will inform instructional decisions and professional development.

Resource Allocations ($) Analysis of utilization and costs will inform investment reallocation, achievement gap analysis and cost

effectiveness

Focus of Effort Analysis of student achievement and instructional practices to inform professional development and

instructional decisions

Achievement Gap Analysis Analysis to identify and address outcome gaps by and across student groups. Can also inform additional

interventions and edtech product pilots.

VI. Detailed Three Year Plan for Student Engagement in Personalized Learning Including a Three Year Plan for Digital Citizenship Curricula and Implementation Alpine District has focused its Mission, Vision, Values, and Goals around increased student learning. We are currently refining a district level definition of learning that includes academic content knowledge, 21st century skills, and dispositions to prepare students for success in college, career and workforce. Our vision articulates a process to achieve personalized learning for students through formative assessments with feedback, timely data to base decisions for instruction and intervention, and personalized intervention and enrichment to achieve mastery of essential knowledge, skills, and dispositions. Our plan addresses these goals through some foundational principles. With a more refined and complete target of student learning, we recognize a need to shift our current practice. Our plan addresses three distinct shifts in practice to bring about our intended 21st century learning outcomes:.

● A shift in curriculum and its essential elements ● A shift in assessment to address the components of student learning

● A shift in pedagogy We will achieve these shifts by attending to building leadership capacity, developing teachers to shift their pedagogy within the context of the core subjects, and helping teachers learn how to use 21st century devices and tools in their teaching and assessment practice. In elementary schools, we will work through entire school implementations. In our secondary schools, we will implement through content area, with teams of teachers in the same content are working together across schools. With each group, whether by school, or content level teams, we will go through a three year implementation with a focus the first year on leadership preparation, the second year on pedagogical shift, and then the third year on using 21st century tools and assessment. Our full plan envisions impacting all schools with a focus on training and classroom sets of devices in elementary grades 4-6 and classroom sets of devices in at least three subject areas in secondary schools over the next four years. Money from this grant is only sufficient for approximately 12-15% of the needed resources, with the district reallocating other funding to make up the difference. While our plan envisions full district implementation and we will describe it as such, funding resources are scarce and scaling the plan to impact less schools and less secondary teams may be needed. Personalized learning can mean different things to different people and entities. Because our plan focuses on development of 21st century skills the deeper learning, our conception of personalization focuses on a student’s ability to be creative, communicate, collaborate, and think critically to control their own learning. Our plan has a three year cycle for schools and teams participating.

● Year one is a leadership year, where school administrators and key teacher leaders develop capacity to lead the initiative in their schools and teams. The focus of this year is to establish shared understanding and a vision for of 21st century preparedness, thus building a strong foundation for the future implementation of 21st century pedagogies.

● Year two is a focus on pedagogy and curriculum centered around the 21st century skills of critical thinking, creativity, collaboration, and communication. In elementary schools, the vehicle will be the engineering design process and STEAM tasks created in a partnership with BYU. In secondary schools, the focus will be on inquiry-based learning pedagogies such as problem or project-based learning customized to the content area. This second year is dedicated entirely to developing teachers to enhance personalized learning around the 4 C’s.

● Year three is the integration of technology and a focus on assessment. Technology tools will be chosen based on deeper learning and the 4 C’s. For instance, the GAFE tools, including Google Classroom, will be leveraged for their availability to facilitate communication, peer feedback, and collaborative group work. For creativity, we will focus on choosing the best available presentation tools, thus providing students with opportunities to innovate in the demonstration of their learning.

Within Alpine School District, we define personalized learning as the assurance that every child will master the the essential elements of each content area, including those 21st century skills and dispositions that are deemed to be necessary for success to and beyond graduation. To accomplish this objective, we recognize it is imperative that we provide students with multiple options to achieve and demonstrate mastery of identified essential elements and skills. We see examples of such learning at East Shore Online High School, where students access content online at an individual pace to remediate or accelerate mastery of concepts. What’s more, each high school within the district provides opportunities for students to complete credits during the school day, thus providing students with mastery-based learning opportunities. Beyond these existing

examples, we will continue to explore ways to provide personalized pathways for students to pursue in both our online and traditional system. Another way to further define what personalized learning means for us within Alpine School District is to also be clear about what it does not mean for us. First, we do not view personalized learning as a reliance on individualized drill and practice software. While we recognize the value and place of such digital offerings, , especially in relation to intervention and enrichment, we believe that such instructional practices and approaches play a secondary role to our primary focus on pedagogies that will instill 21st century skills. Secondly, we do not interchange or superimpose the term personalized learning with independent learning . Though student needs are measured, evaluated, and assured on an individual basis, we believe that masterful teachers will always mix a proper proportion of independent and group work. Furthermore, a major focus of our refined and expanded definition of student learning is the development of students’ collaborative and communication skills. We feel there is great value in fostering such learning outcomes through collaborative work and believe students can engage in both collaborate and personalized learning simultaneously. Lastly, we feel strongly that personalized learning should not result in an an abandonment of essential learning standards and the Utah core curriculum. To the contrary, personalized learning relies on and should be driven by core content knowledge and identified skills and dispositions. These knowledge, skills and dispositions must be measured and reported to students in a timely manner so they can then partner with teachers to own their learning. In summation, our district has taken notable steps forward with personalized learning as it is understood and defined. With a focus on learning mastery for every child on defined essential standards, we look to device-based and web-based software solutions to facilitate and accelerate teachers’ abilities to collect and analyze student performance data and determine actionable next steps for each child’s individualized learning. In this sense, personalized learning is very much a part of our district culture and action place for technology integration. We recognize that in-district practices and procedures do not as of yet support students’ ability to learn at their own pace or self-select learning targets. As immediate, actionable next steps, we feel that further action can be taken to move from teachers as the sole gatekeepers of the data and instructional decision-making to involving students as direct partners in the learning process and building their capacity as self-directed learners. The work of Professional Learning Communities within our district has established a results orientation culture. Our current and planned expanded use of enhanced technology tools, including an assessment platform, make the tracking of student mastery more efficient and timely. Most of our schools have adopted Mastery Connect as an assessment platform and the district has supported its use with integration and training. Digital citizenship and online safety are critically important. As per HB 213, each school’s community council is responsible for the overall plan for Digital Citizenship and online safety in the school. The district provides resources to help schools fulfill their responsibility.

● In the fall of each year we train each community council president and principal on the responsibilities of the community council, with an emphasis on the responsibilities outlined in HB 213. Our district report and training guide is included here for review. In addition to materials provided by Netsafe Utah and UETN we work to provide options for each school.

● Each elementary school has a computer specialty teacher and student rotate through a computer specialty during the year along with art, music, and other subjects. We have supported a leadership team of these teachers to develop and curate curriculum resources by grade band for digital citizenship. These teachers have trainings 3 to 4 times a year to assist them in developing their own plans.

● In accordance with school-level plans, teacher librarians within our junior high and middle schools have developed age appropriate digital citizenship lessons for students as they rotate through the library.

● In high schools we have provided a foundation for digital citizenship through required course for graduation. Currently students need to take Computer Technology which has a part of the curriculum dedicated to safe and appropriate use of technology. As this course is being replaced with several options for students, we are constructing materials to provide in each of those optional courses. Schools often then build on that foundation through their plan for Comprehensive Counseling and Guidance (USOE), white ribbon week, other special events, assemblies, or other opportunities to reinforce responsible use.

VII. Professional Learning Alpine District has focused its Mission, Vision, Values, and Goals around increased student learning. We are currently refining a district level definition of learning that includes academic content knowledge, 21st century skills, and dispositions to prepare students for success in college, career and workforce. Our vision articulates a process to achieve personalized learning for students through formative assessments with feedback, timely data to base decisions for instruction and intervention, and personalized intervention and enrichment to achieve mastery of essential knowledge, skills, and dispositions. Our plan addresses these goals through some foundational principles. With a more refined and complete target of student learning, we recognize a need to shift our current practice. Our plan addresses three distinct shifts in practice to bring about our intended 21st century learning outcomes:.

● A shift in curriculum and its essential elements ● A shift in assessment to address the components of student learning ● A shift in pedagogy

We will achieve these shifts by attending to building leadership capacity, developing teachers to shift their pedagogy within the context of the core subjects, and helping teachers learn how to use 21st century devices and tools in their teaching and assessment practice. In elementary schools, we will work through entire school implementations. In our secondary schools, we will implement through content area, with teams of teachers in the same content are working together across schools. With each group, whether by school, or content level teams, we will go through a three year implementation with a focus the first year on leadership preparation, the second year on pedagogical shift, and then the third year on using 21st century tools and assessment. Our full plan envisions impacting all schools with a focus on training and classroom sets of devices in elementary grades 4-6 and classroom sets of devices in at least three subject areas in secondary schools over the next four years. Money from this grant is only sufficient for approximately 12-15% of the needed resources, with the district reallocating other funding to make up the difference. While our plan envisions full district implementation and we will describe it as such, funding resources are scarce and scaling the plan to impact less schools and less secondary teams may be needed. Alpine School District’s educational technology plan will continue to build upon the collaborative work that has taken place within schools, clusters, and pilot programs over the past four years. In this first three year grant period and with 86 schools, it seemed prudent to narrow our focus in ways that best fit the needs of our teachers, administrators, and students, so we will implement in grades 4-6, as well as in one content area in secondary. Although the plan is articulated with a three-year focus, placement along a differentiated path will

be based on the work that’s already been done by teachers and administrators. Each beginning cohort will start with a focus on building capacity for leadership. Once there’s a shared vision and a coherent path, the second phase will provide a focus on the pedagogical and curriculum shifts that are necessary for powerful, evidence-based instruction. Devices will not be integrated until the first two phases have been addressed. Some schools and areas are already to the point of readiness for phase three. Integration of technology will only proceed when the first two critical processes have occurred so that the integration will be the accelerator of proper instructional practices. *Professional learning will take place in all three years of implementation

● Year 1: Build capacity in principals, administrators, and teacher leaders

● Year 2: Focus on pedagogy and curriculum shifts with a full year of training prior to technology integration.

● Year 3: Focus on technology integration and a shift in assessment practice.

Year One: Leadership School Board members, administrators, and key teacher leaders will participate in leadership cohorts designed to prepare them to lead change in their schools. Elementary principals will participate the year prior to their school training. Secondary principals will participate in 2016-17. New principals and assistants will participate in subsequent years, as appropriate to their appointment. Principals will work together to develop their school leadership teams and to prepare them to lead this change in practice and culture. Activities will include group readings, site visits, research and professional discussion. Year Two: Pedagogical and Curriculum Shift Eight elementary schools are already in this phase of implementation. We have partnered with Dr. Steve Shumway from BYU to help develop and implement training. The focus of the training is the Engineering Design Cycle created through EIE and associated tasks designed to help students learn and practice this design process. Teachers develop and practice a number of collaborative, problem-based activities designed to match the science core of each grade level. These tasks are rich in 21st century skills and do not require connected devices. Teachers learn how to teach essential concepts from the core at greater depth. In this phase all teachers in an elementary school will be paid for four days in the summer to develop and practice tasks, and follow-up days during the school year. Teachers from previous years will be used as facilitators. Where appropriate, UETN facilitators will also be utilized. Secondary schools will implement by content area. Teachers from across the district in a content area will form cohorts with teachers from two or three other schools. Teachers will then be trained on a 21st century pedagogical approach such as problems-based or project-based learning that supports deeper learning and 21st century skills. While these models may vary by content area, they will support 21st century skills and deeper learning. As teachers are trained on this approach, they will be tasked to identify essential elements of the core, and pedagogical strategies that support these essentials. Teachers will be paid four days in the summer, as well as two follow-up days throughout the year. Year Three: Technology Integration and Assessment Elementary teachers will work with their faculties and collaborative teams to prepare for classroom learning devices, and become familiar with classroom learning devices. Devices will be implemented in 4th through 6th grade classrooms. Teachers in grades 4 through 6 will have four days of training in the summer and two

follow-up days to learn how to use tools to extend the learning and tasks they have already developed. Teachers will also learn assessment tools and strategies to effectively measure and intervene for learning. Secondary school content teachers will participate in four days of paid summer training to learn how to use devices and tools to deepen learning in core essentials. Training will also take place to show assessment and data strategies to effectively measure and intervene/enrich for learning. All Teachers: For teachers not participating in specific training because they are in year two or three of implementation, two paid summer days will be provided with their team under the training and direction of the principals to implement strategies to increase student knowledge, skills, and dispositions. Coaching: In elementary schools, we have already implemented a plan to get an instructional coach in every school. These new coaches have focused on literacy over the past several years. Moving forward we will train or bring in additional coaches with capacity in technology integration so that we retain specialty in literacy and 21st century learning. Coaches will be paired to support each other in their content area. In secondary schools, our plan is to hire up to sixteen half-time instructional coaches. Under the direction of a Director of Future Ready Learning, they would plan and facilitate training on curriculum planning and content-specific implementation strategies, coaching teachers during implementation. ISTE and Utah Effective Teaching Standards would guide the work and coaching they do. Coaches will rotate through the position based on the content need. Special Education: Alpine District is implementing a Response To Intervention (RTI) model for all students which will focus on improving Tier 1 instruction, while also providing appropriate Tier 2 and Tier 3 interventions for all students based on their academic needs. This will include special education. We believe this is an important part of any learning plan to ensure learning goals are achieved. Technology resources are an important part of intervention, as they make it possible to meet the unique needs of many students on their own timetable. Technology tools can also break down barriers to learning. This is especially true for our students with disabilities. Special education teachers will participate in all training sessions along with their content level or school level colleagues, and be given access to the same tools to help their students access the curriculum. As always, specialized tools as identified by the student’s IEP team will be supported to break down barriers to learning for students. New Teachers and Administrators: Teachers hired in the middle of the implementation process will be trained through weekly collaboration with their teams, assigned mentors who have already been trained, instructional coaches, and trainers from UETN. Additionally, we will continue to partner with the BYU and UVU teacher education programs to ensure graduating teacher candidates already have a strong foundation in digital teaching and learning. Administrators would be trained in cohorts by the Director of Future Ready Learning. Additionally, the district will maintain a repository of videos that can be accessed on demand by new hires or previous participants who need to review the training and get ideas for implementation.

We appreciate the help and guidance from the state. We will continue to participate in the professional learning and implementation support offered by USBE and UETN

VIII. Three Year Plan for how an LEA will Monitor Student and Teacher Usage of the Program Technology “During 2015-2016, Alpine School District participated in the UETN edtech inventory process, highlighting 12 products in use.

Number Products Included in 2015-16 Inventory

12 Microsoft Office, Google Apps for Education, Adobe, Canvas (LMS), Pioneer Online Library, UEN Open Educational Resources, Imagine Learning, Wonders Literacy (McGraw Hill), Think Central Math, A to

Z Learning - RAZ Kids, SAGE,

Alpine 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), 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. Alpine 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. Alpine 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:

1. Integrating (LEA)’s previous edtech inventory and engineering study information; 2. Configuring the system to match the needs of our administrators, teachers, students and

administrators; 3. Providing access for teachers and administrators to access and monitor their edtech; 4. Defining the key edtech activities, interventions and measurements (see below for examples).

1. Alpine 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:

1. Allowing educators an easy way to centrally see, share insights, learn and ask questions about digital teaching and learning tools;

2. Efficiently piloting new tools, with both qualitative and quantitative results to inform implementation;

3. Rapidly analyzing the impact of current and new digital teaching and learning interventions; 4. Providing administrators and educators instant dashboards for digital teaching and learning

ecosystem; 5. 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;

6. Centrally managing and sharing findings and status for all teachers and administrators to inform their instructional and operational decisions; and,

7. Enhancing our LEA’s own processes with insights learned from other LEAs.

1. Program technology utilization and achievement measures will be monitored and centralized in LearnPlatform and mapped against additional data sources which include:

1. Quantified feedback from educators, based on research-based rubric 2. Pilot and trial tests which survey specific user types, products, learning applications and/or

student variables 3. De-identified student co-variate data (demographic, gender and other filters) 4. LEA and state-level testing data 5. Product utilization data at the user and/or school level 6. 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.”

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 WAN connectivity - Alpine School district has worked with UEN over the last several years so that all of our schools, both elementary and Secondary have Fiber connections to the school, and our bandwidth connection is now at 10gb. This standard has helped our system greatly. LAN Connectivity - We have current plans to rotate network closet switches and hardware on a current rotation. With the additional connectivity that would be added through this grant we have identified some additional needs that are not within our funding on our current roadmap. We have approximately 13 schools that need complete data rewiring, so we have plans to rewire 4 to 5 schools per year. Additionally, we need additional hardware to move to 10gb closet connectivity in our locations as well as other switches. Lastly, we have identified approximately 20 network closets that need upgraded AC units to handle the additional hardware required. Wireless Connectivity - Our standard currently is to have one access point in every other classroom across the district, plus additional access points in certain classrooms with additional needs. Considering these and access points in common areas, auditoriums, gymnasiums, offices etc. our ratio as identified in the state inventory tool is .82 APs per classroom, though this number is slightly inflated since we only counted

classrooms, not auditoriums, kivas, and other learning spaces. Separate from the grant, we are in the process this school year of replacing all of our legacy HP access points with Aruba next generation access points. In our pilot schools we found we could connect up to twice as many devices per access point as we had in our old system. Thus we do not have as part of our plan a blanket standard of adding an access point in every room. We are including in our grant plan funding to add approximately 50 access points and wiring to respond to classrooms where we find additional access points needed across the district. E-Rate Alpine District participates in the e-rate program, seeking reimbursement from the Federal government on eligible expenses. With the changes in e-rate eligibility on Category 2 funding, we have met with experts from UETN to evaluate our past submittals and our future plans to maximize our e-rate reimbursement. The following chart summarizes our e-rate funding as of July 2016

This chart shows projections of possible e-rate funding with grant funding:

We have attached information on NSLP eligible students and total enrollment for every school in our district. It is available at the following link and copied at the end of the this section. We hereby certify to make this commitment on behalf of the Alpine School District. We will leverage competition and available federal, state and district subsidies to ensure cost effectiveness and contract flexibility.

We believe these needs will require approximately $800,000 additional dollars per year above current funding rates. Infrastructure Inventory information In Alpine School District we have a Filemaker database that contains our technology infrastructure inventory. The system has evolved and continues to improve as resources permit. A detailed inventory has become a necessity within Alpine in the last two years. With the information maintained in inventory, we have upgraded all LAN connection switches within the each school, and to date have upgraded the wireless network controllers and access points in the secondary schools and administrative building in the district. We also make use of an HP system known as Intelligent Management Center (IMC) in Alpine. This system allows us to see additional inventory and functionality status of each network switch, wireless access point, wireless controllers, and also servers. IMC is used to validate the location, model, age, firmware version, and status information of each device. This information is key in understanding where our aging devices are located and will need to be upgraded.

LOCATION

NUMBER LOCATION_NAME Total FTE Total

Students

FREE and

Reduced

Lunch Count %

103 ALPINE ELEMENTARY SCHOOL 66 762 98 12.86%

107 ASPEN ELEMENTARY SCHOOL 50 543 197 36.28%

112 BARRATT ELEMENTARY SCHOOL 57 579 95 16.41%

115 BLACK RIDGE ELEMENTARY 81 1147 178 15.52%

117 BONNEVILLE ELEMENTARY SCHOOL 67 667 320 47.98%

121 CASCADE ELEMENTARY SCHOOL 49 741 200 26.99%

123 CEDAR RIDGE ELEMENTARY SCHOOL 69 917 105 11.45%

125 CEDAR VALLEY ELEMENTARY SCHOOL 19 117 48 41.03%

129 CENTRAL ELEMENTARY SCHOOL 74 621 304 48.95%

134 CHERRY HILL ELEMENTARY SCHOOL 67 877 495 56.44%

138 DEERFIELD ELEMENTARY SCHOOL 80 836 70 8.37%

139 DRY CREEK ELEMENTARY 70 1023 147 14.37%

140 EAGLECREST ELEMENTARY SCHOOL 76 1065 111 10.42%

141 EAGLE VALLEY ELEMENTARY SCHOOL 70 790 320 40.51%

144 FOOTHILL ELEMENTARY SCHOOL 66 979 189 19.31%

145 FORBES ELEMENTARY SCHOOL 48 487 192 39.43%

147 FOX HOLLOW ELEMENTARY 73 1085 291 26.82%

148 FREEDOM ELEMENTARY SCHOOL 72 1099 94 8.55%

156 GENEVA ELEMENTARY SCHOOL 58 480 341 71.04%

161 GREENWOOD ELEMENTARY SCHOOL 75 663 338 50.98%

166 GROVECREST ELEMENTARY SCHOOL 59 756 160 21.16%

170 HARVEST ELEMENTARY 89 1020 166 16.27%

171 HIDDEN HOLLOW ELEMENTARY 55 917 311 33.91%

172 HIGHLAND ELEMENTARY SCHOOL 69 876 90 10.27%

175 HILLCREST ELEMENTARY SCHOOL 49 395 189 47.85%

183 LEGACY ELEMENTARY SCHOOL 74 842 130 15.44%

187 LEHI ELEMENTARY SCHOOL 59 682 216 31.67%

191 LINDON ELEMENTARY SCHOOL 62 696 149 21.41%

196 MANILA ELEMENTARY SCHOOL 61 785 87 11.08%

200 MEADOW ELEMENTARY SCHOOL 75 743 147 19.78%

201 RIVER ROCK ELEMENTARY 60 810 70 8.64%

202 SPRINGSIDE ELEMENTARY 57 915 157 17.16%

204 MOUNT MAHOGANY ELEMENTARY 63 914 379 41.47%

205 MOUNTAIN TRAILS ELEMENTARY 69 642 251 39.10%

207 NORTH POINT ELEMENTARY 64 824 136 16.50%

209 NORTHRIDGE ELEMENTARY SCHOOL 70 741 177 23.89%

212 ORCHARD ELEMENTARY SCHOOL 54 701 200 28.53%

215 OREM ELEMENTARY SCHOOL 58 658 208 31.61%

217 PONY EXPRESS ELEMENTARY SCHOOL 80 981 284 28.95%

218 RIDGELINE ELEMENTARY 87 1027 76 7.40%

219 RIVERVIEW ELEMENTARY 73 957 179 18.70%

220 ROCKY MOUNTAIN ELEMENTARY 67 688 157 22.82%

222 SAGE HILLS ELEMENTARY 78 940 172 18.30%

223 SARATOGA SHORES ELEMENTARY 87 897 109 12.15%

226 SCERA PARK ELEMENTARY SCHOOL 54 463 190 41.04%

232 SEGO LILY ELEMENTARY SCHOOL 64 879 128 14.56%

237 SHARON ELEMENTARY SCHOOL 76 503 387 76.94%

242 SHELLEY ELEMENTARY SCHOOL 56 897 132 14.72%

247 SNOW SPRINGS ELEMENTARY SCHOOL 74 882 169 19.16%

253 SUNCREST ELEMENTARY SCHOOL 64 480 330 68.75%

256 THUNDER RIDGE ELEMENTARY 96 1026 196 19.10%

258 TRAVERSE MOUNTAIN ELEMENTARY 80 1178 114 9.68%

264 VALLEY VIEW ELEMENTARY SCHOOL 46 442 117 26.47%

271 VINEYARD ELEMENTARY SCHOOL 103 1119 474 42.36%

275 WESTFIELD ELEMENTARY SCHOOL 60 748 42 5.61%

277 WESTMORE ELEMENTARY SCHOOL 47 442 286 64.71%

286 WINDSOR ELEMENTARY SCHOOL 57 564 360 63.83%

299 K12.Com 5 0 0 0.00%

405 AMERICAN FORK JR HIGH SCHOOL 138 1992 455 22.84%

411 CANYON VIEW JUNIOR HIGH SCHOOL 82 1279 574 44.88%

417 FRONTIER MIDDLE SCHOOL 138 1674 549 32.80%

423 LAKERIDGE JUNIOR HIGH SCHOOL 90 1299 605 46.57%

441 LEHI JUNIOR HIGH SCHOOL 91 1368 303 22.15%

459 OREM JUNIOR HIGH SCHOOL 92 1068 670 62.73%

478 PLEASANT GROVE JUNIOR HIGH 92 1391 380 27.32%

485 OAK CANYON JUNIOR HIGH SCHOOL 92 1375 282 20.51%

488 TIMBERLINE MIDDLE SCHOOL 103 1343 90 6.70%

490 VISTA HEIGHTS MIDDLE SCHOOL 162 2003 416 20.77%

494 MOUNTAIN RIDGE JR HIGH SCHOOL 87 1434 133 9.27%

496 WILLOWCREEK MIDDLE SCHOOL 105 1603 357 22.27%

704 AMERICAN FORK HIGH SCHOOL 203 2502 496 19.82%

735 LEHI HIGH SCHOOL 160 1394 311 22.31%

737 LONE PEAK HIGH SCHOOL 214 2595 169 6.51%

739 MOUNTAIN VIEW HIGH SCHOOL 133 1308 543 41.51%

754 OREM HIGH SCHOOL 122 1196 369 30.85%

779 PLEASANT GROVE HIGH SCHOOL 152 2247 506 22.52%

782 POLARIS HIGH SCHOOL 51 265 177 66.79%

785 SKYRIDGE HIGH SCHOOL 161 2453 432 17.61%

786 TIMPANOGOS HIGH SCHOOL 154 1518 541 35.64%

789 WESTLAKE HIGH SCHOOL 231 2944 729 24.76%

790 EAST SHORE HIGH SCHOOL 33 0 0 0.00%

792 ALPINE SUMMIT 70 82 0 0.00%

806 CLEAR CREEK CAMP 29 0 0 0.00%

808 HORIZON SCHOOL 44 109 30 27.52%

810 DAN W. PETERSON SCHOOL 68 224 57 25.45%

815 ATEC 43 part of 810 part of 810

Total Alpine District 81174 20432 25.17%

X. Technical Support for Implementation and Maintenance of the Program Alpine’s Plan Components Alpine District has focused its Mission, Vision, Values, and Goals around increased student learning. Our vision articulates a process to achieve personalized learning for students through formative assessments with feedback, timely data to base decisions for instruction and intervention, and personalized intervention and enrichment to achieve mastery of essential knowledge, skills, and dispositions. As detailed in Section III, Alpine School District has faced several root causes of performance challenges including lack of resources, lack of consistency in devices, lack of consistency in digital materials and professional development, and a lack of consistency with a pedagogical approach. In addition, because Alpine has been very site based in technology and instructional decisions, we have been decentralized in our support model with on site technicians assigned to particular schools and then adapting their support systems and procedures to the unique needs.

Alpine’s plan is to address these needs for more resources and more consistency of devices, deployment models, digital materials, and pedagogical approach through working with a limited number of teams and schools initially and then scaling out eventually to the entire district. Much of the impact will come outside of the 3 year term of this grant so we will detail the plan during this three year time frame. Elementary -In elementary schools we will work with teams in grades 4-6 in selected schools to train teachers and deploy technology. Deployment will be in classroom sets with a ratio of 2 students to 1 device. Devices will not be deployed directly to students or taken home within the timeframe of this 3 year plan. Selected schools go through a leadership preparation year, a pedagogical and curriculum training year and a technology implementation year. We have 7 elementary schools who will be prepared for the technology implementation in 2017-18. Secondary - In secondary schools, we will work through content areas rather than school by school, so that teams of teachers can develop curriculum, essential standards, common assessments, and instructional components during common training. We will deploy 1 to 1 carts of devices in classrooms. We will lead out with our junior high science teachers with other content areas and grade levels to follow. They also will follow a three year implementation with leadership, pedagogy and curriculum, and then technology integration. Devices will not be deployed directly to students or taken home within the timeframe of this 3 year plan. Our first junior high science teams will deploy devices in 2018-19. Current Support Structure As detailed in Section III, Alpine School District has faced several root causes of performance challenges including lack of resources, lack of consistency in devices, lack of consistency in digital materials and professional development, and a lack of consistency with a pedagogical approach. In addition, because Alpine has been very site based in technology and instructional decisions, we have been decentralized in our support model with on site technicians assigned to particular schools and then adapting their support systems and procedures to the unique needs. Initial user concerns are fielded by school on site techs. This can be difficult as onsite techs may serve between 1 to 4 schools, so they may not always be available to serve needs. However, it does provide for technicians to build relationships with teachers and understand their needs. Over the last several years we have worked to standardize and centralize our management and support standards so that we can better serve our schools efficiently and solve problems more efficiently. We have defined procedures for technicians to receive help and escalate issues. We currently have 60 people in our technology department with 42 serving in our support division, and the rest in infrastructure and data services as network engineers, systems specialists, developers, and administration. Scale up of Technical Support to Ensure Minimal Disruption of Operations We are striving to scale up our support for all users in our district, while also taking special care to support teachers involved in this plan over the next three years. This gives us the opportunity to build models of support for implementation teachers which we can then scale district wide. Tier 1 Support -Next year we will implement devices in 4th -6th grade classrooms in 7 elementary schools or approximately 84 classrooms. These 7 schools are all served by an onsite technician that is assigned either 3 or 4 elementary schools. To provide timely support we will develop a centralized tier 1 help desk for

immediate help for these 84 teachers to supplement the help they receive from their on site technician. Teachers will be able to contact the help desk through either email, chat, or phone and generate a help ticket. Help desk technicians will solve issues through instruction or remote access. Only when they are not able to help remotely, will the issue be passed to the school level technician. Two support technicians will be required to build this help desk function initially for these first schools. These positions will be filled to prepare for implementation at the beginning of 2017-18. Two additional technicians will allow us to open this help desk tier 1 support to our junior high science teachers who will receive technology in their classroom in 2018-19 in addition to the next set of elementary teachers with grant devices in 2018-19. Centralized Deployment Another change is centralized deployment of devices. In the past devices have been deployed by the onsite tech assigned to a school. All grant devices and other devices will be set up in the central office and deployed to schools ready for use in the classroom to take this burden from our on site technicians. While this impacts the devices deployed through this grant, it also applies to all school purchased devices to free up technicians to serve teacher needs. Staffing Ratios We currently staff our onsite technicians with 1 technician serving 4 elementary schools, 1 serving 1 junior high and 1 elementary, and 1 per high school. We have been able to reduce this to 1 to 3 elementary schools in some areas, concentrating on schools with more devices. Our plan calls for achieving 1 technician per 3 elementary schools district wide, with 1 per each junior high without additional assignment. This will require 6 additional onsite technicians. We will first focus on technicians for our tier 1 help desk during 2017-18, and 18-19 as we can target this to our approximately 280 implementation teachers during the three year plan. Then as this plan moves beyond our first three years, we will maintain our help desk and place more technicians in the field to achieve this ratio. This will give us the opportunity to evaluate the effectiveness of a centralized help desk and whether our needs would be better served through further investment there or in on site staff. Infrastructure and Development Staff - Over the next three years we will also add two developers/database specialists and at least one more network engineer. The developers will assist in integrating data between systems to help provision accounts for our online digital resources and help us pull data reports from multiple systems to evaluate usage. Additionally, network staff will help us run and deploy management systems needed in the environment. Management Systems Another action Alpine is taking to maintain and enhance support is the improvement and introduction of new district wide management systems for our devices. For example we now have Airwatch Mobile Device Management (MDM) for our IOS and OSX devices, System Center Configuration Manager (SCCM) for our Windows systems, and Chrome Management for our Chrome OS devices. As we are deploying these systems they will allow us to centralize and standardize much of the device management. We have the ability to load software, run updates and adjust system configuration on hundreds of devices at the same time, wired or wireless. This ability will free time spent by on-site support who in the past had to provide this service manually and/or one at a time. Well Defined Technical Support Procedure

With our decentralized structure, individual onsite techs were allowed to have their own system for gathering and tracking support requests. We have been piloting a ticketing system (grouplink) and will be completing our evaluation process and research of competing systems over this winter with our evaluation committee. An important part of our evaluation for a ticketing system will be the ease of entry for our end users or teachers. We are looking for a system that can be initiated through an email, phone call, or chat system. We also need a system that will allow us to track categories of tickets so that we can create data on our biggest problem areas to engineer better solutions. Implementation of a ticketing system and support structure involves much more than just adopting a system. It also involves a cultural change. Many end users want to just speak personally with “their” tech to solve the problem, and resist efforts to document the problem through a system. It also requires staffing to build a support structure to handle and route support tickets to the appropriate onsite tech or escalation point. Thus implementation needs to be done carefully and in concert with a staffing increases. This grant gives us the opportunity to do this with our implementation teachers. Our timeline is to have our system in place to implement with our adoption teachers for next school year. We have a well defined organizational structure which has been developed over the past two years for support of tier 1 onsite techs. The technician is a member and supported by a small team of other technician arranged in “clusters”. Each cluster has a Lead, who is a mentor and trainer. The Lead is our tier 2 support to whom technicians can escalate unresolved problems. Our next point of contact are the Support Specialist, Alpine’s tier 3 support. They have a significant amount of training and experience to assist on site technicians as well as direct assistance to school staff. From here the support is then provided by both of our engineering teams and application specialist. See our structure here. An important part of our evaluation for a ticketing system will be the ease of entry for our end users or teachers. We are looking for a system that can be initiated through an email, phone call, or chat system. We also need a system that will allow us to track categories of tickets so that we can create data on our biggest problem areas to engineer better solutions. Process to Inventory and Track Portable and Fixed Technology Assets In Alpine School District we have a Filemaker database that contains our technology device inventory. The system has evolved and continues to improve as resources permit. A detailed inventory has become a necessity within Alpine in the last two years. We have built and deployed a device authentication function on our wireless network with plans to move to the wired network as well. The device authentication has mandated a near complete and accurate inventory of devices on our network such as computers, tablets, handhelds, etc. With the addition of core management systems like SCCM and MDM, collecting inventory data directly from the system software remotely has become something we can now start to do. Remote inventory will take a significant load off of the shoulders of the on-site personal. Our continued support and participation with the state inventory surveys is assured.

Process and Measures of the Teacher Technical Support Burden with Actions to Reduce

With our new ticketing system we can measure the amount of tickets generated from our implementation teachers and track them over time. By focusing on solving the most common issues through configuration and management, we can then reduce the burden on the teachers to deal with support issues. Our system will allow us to gain metrics on the problems reported. We also can use the Learn Platform to evaluate use of certain apps to know where the need for support is most acute. In addition to our tech support individuals, we will work closely with our integration coaches to solve issues where teacher training is needed on best practices to solve issues. Our director of support with our support leads will make it part of their regular meetings to evaluate data from our systems to find the areas of greatest need.

XI. Proposed Security Policies, Including Security Audits, Student Data Privacy, and Remediation of Identified Lapses

Response The sections below describe the progress Alpine School District is making in the area of data security. Most of the policies and procedures are underway but require a substantial amount of work in order to solidify them. Each section contains a chart detailing the Policy or Procedure involved along with the status and overall description of the Policy or Procedure. Documents are included as a part of this application where a policy or procedure is either ratified or in draft form. Stakeholder Input As outlined in H.B. 213, each school community council is responsible for creating a plan to protect student’s online. Alpine District trains principals and community council chairs on this responsibility and focuses on education efforts to help teach students responsible use practices to protect themselves and make internet use safe for others. This includes education and supervision, as well as electronic tools for monitoring. Alpine District also has a formal policy review procedure for creating new policy or procedures through the school board. This practice ensures that needed stakeholder groups such as parents, teachers, employees and students are consulted in determining policy. Alpine also maintains a District Community Council that meets regularly and acts as an advisory group to the board and superintendent . This group provides a bridge from local councils to the district to make sure that needed input is heard on applicable needs in the area of responsible use and digital learning.

Part A. LEA Security Policies

Name Type of Plan Status Description

Data Privacy Policy

Policy Not started. Goal: ratified by cabinet and board by June 2017

Will provide the framework for all procedures outlined in this section.

Data Governance and Security Plan

Procedure Currently In Draft. Goal: ratified by cabinet and board by June 2017

Will formalize internal data authorization practices, Data protection procedures, external authorization, Data transmission requirements, remote access requirements, physical and electronic security. Plan will also outline responsible use for employees in regard to protecting data, using digital resources responsibly, and training and compliance expectations. Classification of data with regards to HB358, FERPA, COPPA will be addressed.

Student Acceptable Use Policy (AUP)

Policy Approved and Published on ASD website. It will be revised based on HB358 and ratified by the appropriate district committed by June 2017

Addresses appropriate internet behavior and defines safe digital practices for students. Policy also addresses responsible use practices expected of students in relation to Must be signed by parent. Student accounts are activated and deactivated based on parent’s signature.

Student Personal Information Release

Policy Approved and published on ASD website

For ASD to release information related information tied to a student, a parent must grant approval. Parents have the ability to review this whenever they want but are encouraged to review this on an annual basis through the Student Information Update process.

Student privacy statement (Safeguarding Student Data)

Policy Approved and published on ASD website. Goal: review and ratify by cabinet and board by June 2017

Discloses how Alpine School District protects and uses student data.

Part B. LEA Security Audit Plan ASD will create an Audit plan/procedure for it’s systems. The Alpine School District recently requested a security audit from UEN. The plan will include recommendations from the audit. The findings of this audit are published in a document entitled “Alpine School District Security Assessment and Penetration Test.” The audit makes several recommendations with regards to Data Security. All items listed in the table below are targeted to be completed by June 2017.

Audit Recommendation

Description Plan

Data Classification Policy

Policy to classify data

To be addressed. The beginnings of this are found in the Student Data Meta Dictionary detailed above.

System Passwords and controlled admin privileges review and audits

Passwords into systems

ASD will review passwords and accounts into systems. ASD should be regularly changing system passwords. ASD will also audit systems to ensure access is given to only those who are authorized to access the data.

Data Recovery Capability

Test and ensure backups are working

ASD is backing up critical systems but needs to test restore capabilities.

Data Stewards Need more definition

Will be based on feedback from UETN

Policies for handling data

Better procedures for handling data

Includes best practices on handling sensitive data and audits

Part C. LEA Student Data Privacy Policies and Procedures The Alpine School District is currently in process of creating and adopting data security policies as required by House Bill 358. The following table details the plans, state of the plans

Name Type of Plan Status Description

ASD Meta Data Dictionary

Procedure In Progress. Goal: Completion by June 2017

A repository for an inventory of student data sent and stored by systems internal and external to the district.

Non-Disclosure Agreement Process

Procedure Written. To be ratified by cabinet

This procedure details the process of how data may be

and board by June 2017. NDAs have been collected for 2+ years. This document will formalize point-contacts, procedure for data distribution and details ownership differences of the process.

released to systems outside of ASD. It defines teacher-based, school-based, and district-based procedures for preparing for student data disclosure to outside vendors, securing vendor data security agreements, and a means of cataloging the information into ASD’s metadata dictionary. It also details how data is to be securely transferred.

Non-Disclosure Agreement

Agreement Ratified and in use. Goal: revise to include HB358 provisions to be completed by June 2017

This is a legal agreement vendors are required to fill out before ASD will release student information.

Student Data Privacy Disclosure “Safeguarding Student Data”

Policy Published. Goal: reevaluate and board ratify by June 2017

This document is published on the Alpine School District website.

Part D. LEA Remediation Plan of Identified Lapses The Alpine School District is currently in process of creating and adopting plans ASD can use to remedy security and data breaches. The plan will be in the form of a procedure identified in the table below.

Name Type of Plan Status Description

Data Breach Response

Procedure In Draft Form. Goal: Ratify with cabinet and board by June 2017

Details the actions to be taken if/when a security breach is encountered. Will define breach, associated data of concern, procedures of notification for all involved parties, and remediation efforts to restore damage(s).

Remediation Plan of Identified Lapses

Procedure No draft yet. Goal: Ratify with cabinet and board by June 2017

Identify key elements where student data may be compromised and develop a plan to regularly audit and address security holes in data.

Data Manager

Position Appoint a Data Manager. June 2017

A Data Manager will be one who drives data security policies and procedures. This data manager will regularly meet with a data governance group to review policies, plans, lapses in policy and drive reform as needed.

XII. Budget

Part A. Disclosure of LEA’s Current Technology Expenditures

Our current Technology Department budget is provided here. In addition, schools purchase technology out of school funds.

Part B. Budget for Grant Funding Year 1 – 3 Please see the budget form below for expenditures of money coming from this grant.

Part 3: BUDGET

Applicant: Alpine School District

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 343,822 new hires

574,070 June days

917,892

B. (200) Employee Benefits Need to figure

C. (300) Purchased Professional & Technical Services

D. (400) Purchased Property Service

E. (500) Other Purchased Service

F. (580) Travel

G. (600) Supplies & Materials

H. (800) Other (Exclude Audit Costs)

I. TOTAL DIRECT COSTS (Lines A through H)

J. (800) Other (Audit Costs)

K. Indirect Cost

L. Property (includes equipment)

462,000 1,100,000 1,100,000 2,662,000

M. TOTAL (Lines I through L) 1,379,892 1,100,000 1,100,000 3,579,892

The expenditures detailed on the budget form only represent a small portion of the budget for our overall plan. Year One In year one, the budget worksheet show expenditures for salaries of $343,000 with benefits. This will allow us to hire for half a year a Director of Future Ready Technology, 2 secondary part -time coaches to begin planning and implementing PD for the summer, and an additional on-site tech to gear up for the support needs. The salaries category also shows $574,000 to pay teachers to work extra days in June to prepare for technology and to shift pedagogical practice. We would anticipate spending up to an additional $220,000, plus money for any consulting needs and licensing needs up to $500,000. In addition we would spend up to $70,000 building leadership capacity and vision in shared experiences and visiting exemplar sites. Years Two and Three The budget sheet shows our entire allocation from the state going to devices. This should not be interpreted as the extent of our plan. We are prepared to commit resources in training, coaching, leadership, infrastructure, and licensing and possibly more devices. The device expenditures in our plan would not exceed 30-40% of the total expenditures. In our full plan as envisioned, the state allocation of $1,100,00 would be part of $7,800,000 to $8,800,000. Approximately $2,600,000 would go to Training in additional summer days or sub costs, and $1,100,000 to $1,800,000 would be spent in additional personnel for technical support (6-10 FTE) and coaching (6-10 FTE). Leadership training for administrators and teacher leaders would take $75,000. Devices would total $2,500,000 to $3,400,000 annually to maintain a rotation to impact 4th -6th grade classrooms and three core subjects in secondary schools. Approximately $800,000 additional funds to our current spending would be needed for infrastructure and network as well as $550,000 for licensing and consulting. As we are currently working with stakeholders across the district including the board, parents, administrators, and teachers, final decisions on the scope of this project have not been made. Obviously we do not have extra funds sitting and waiting to be spent. Allocation of funding to achieve this vision will come at cutting other expenditures for valued programs and needs. However if less money is available, the same basic ratios will be maintained so that we can ensure meeting the needs in professional learning, support, infrastructure, digital materials, and devices.

Part C. Possible Increase in Funding (10% Increase Plan) Where Alpine District is Committed to add additional funds to the State funds from the grant, the additional funds from the state will allow us to scale this program to more schools and teachers. 10% more funding will

be 10% more classrooms impacted. We are anxious to implement with as many classrooms as possible and more funding can accelerate our plan and add more subjects and grade levels

Part D. Projection for Future Support Costs As we envisioned what we would like to do to achieve our vision of preparing students for the world that they will enter upon graduation we realize we need to shift our curriculum, our pedagogy and our assessment practices as well as the tools available to teachers in classrooms. We realize this is a large goal and would take significant resources. We feel like we could do this to an adequate level at an additional expenditure of $13 to $14 million a year. Even at this level, we are at approximately half or the needed funding to be in line with recommendations from national organizations like Project RED. A full 1:1 initiative in our district would require approximately 30 million dollars. Our current plan is the most economically version we feel we can do to impact all schools and students in our district. If we work with budgets less than this amount we will need to scale down our plan to only work with some schools and fewer teachers, meaning we will not be impacting all school children in our district.

Part E. Sustainability Our plan is heavily reliant on reallocating money from current sources. The money through this grant is appreciated, but hardly sufficient for the lofty goals we have on the scope that we work with. Our plan is not a three year plan, we fully intend to continue to fund new devices and new training in the schools and teams involved on a four year cycle. That means this is a long term commitment to the future of all students within Alpine School District. We will redirect cost savings from digital teaching and learning to support the maintenance and growth of the program. For example, as we deploy devices throughout schools in the form of classroom sets, we will reevaluate the need for as many lab machines in our secondary schools. The money saved from this can be redeployed into more devices and supporting the program. Most of our elementary schools use the technology lab as a specialty class focusing on technology specific skills and digital citizenship. Another example will be teacher training. As we train teachers in pedagogical processes to use technology, we can tie that into other training needs such as core changes and other initiatives. This will allow us to bring more teachers and teams into the program as those savings are realized.