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LEA Overview: I. LEA’s Results on the Readiness Assessment Required in Section 53A-1-1404
Required Plan Elements:
● Plan must include a self-assessment summary report from an Advisory Board Approved Digital Teaching and
Learning Readiness Assessment Tool.
● The submitted self-assessment tool needs to demonstrate that all required elements and data points requested
by the tool were provided.
Copy the full checklist from the Readiness Assessment here as well as Appendix B and C
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 Required Plan Elements:
Plan must include a school summary report from the Utah School Technology Inventory Tool.
Part A. Inventory of LEA’s Current Technology Resources, Including Software Attached is Gateway Preparatory Academy’s January 2016 inventory provided by Karen Krier from last school
year. The following narrative contains highlights of that report as well as new numbers related to purchases done since
this inventory.
Gateway Preparatory Academy is a rural school serving 675 students. There are 31 teachers on staff. We
currently have wireless capability throughout the building with 42 Xirrus access points, one in each room. Our wireless
system was updated and expanded in the summer of 2016 adding to both the number and location of access points and
the addition of new switches and a server. We have 11 J9772A HP POE switches. These upgrades were made by
utilizing the 2016 E Rate Funding stream.
Every teacher has a Dell laptop with Windows 10 (31). We have one stationary desktop lab with 26 student
stations. In addition, we have 195 Chromebook on 5 carts that serve as portable labs used in all environments except
Kindergarten. Most of the Chromebooks were purchased by utilizing School Land Trust funds. All Chromebook are less
than 4 years old. We purchase at least 30 Chromebook per year to expand access and replace aging machines. We have
15 iPads for student use, primarily in Special Education and Title I programs.
In addition to the hardware, Gateway Preparatory Academy utilizes several different web based software
programs to enhance student learning. The following are a sample of current programs:
● Study Island - assessment tool (1-8)
● SAGE Suite - assessment tool(s) (3-8)
● Imagine Learning - instructional support (1-8)
● Utah Compose - assessment/instructional support (3-8)
● Canvas LMS for middle school
● MyMath (3-5)
● Glencoe Math (1-3)
The school utilizes iBoss as a student and staff content filter. As an added layer of protection GoGuardian is
employed to manage chromebook content and access. The WebRoot SecureAnywhere software is used as an antivirus
system. In addition to the above, the school has a firewall installed to prevent outside network threats. Technology at
Gateway Preparatory Academy is internally inventoried annually and we commit to participate in future inventory
efforts with UETN as requested.
Part B. Description of How the LEA Will Integrate Existing Resources into the Proposed Three Year Digital
Teaching and Learning Program As Gateway Preparatory Academy continues to add to technology, aiming for a 1 to 1 correspondence by 2019, students
will have increased access to technology that can easily access web based programs and supports. Teachers receive
regular training on a variety of supplemental programs as well as assessment tools to continue to refine teaching and
learning in our school. Existing technology will be used (Chromebook, wireless internet and tablets) as a part of our
Elementary Math Enrichment program beginning in the fall of 2017. Students will be given work and assessments in
their enrichment class, and can then receive additional support in the classroom using existing technology and even at
home through a web based program.
LEA Capacity and Goals
III. Statement of Purpose that Describes the Learning Objectives, Goals,
Measurable Outcomes, and Metrics of Success an LEA Will Accomplish by
Implementing the Program
Required Plan Elements:
● An LEA level outcome (long-term, intermediate, and direct outcomes) that are measurable, quantitative, and
directly related to student learning outcomes.
● Plan must identify specific and actionable root causes of performance challenge(s) with clear solutions for the
long term outcomes. Plan must describe the rationale (including supporting data) for identifying each root
cause.
● Plan must provide evidence that the vision, goals, and strategies for digital teaching and learning are integrated
as core components of the LEA’s strategic plans and other high-level guiding frameworks.
Long-term outcome:
● A 5% increase on SAGE proficiency in elementary mathematics scores school-wide. This will be evidenced on
3rd grade, 4th grade and 5th grade SAGE scores.
Intermediate outcomes:
● Development/Implementation of a Elementary Mathematics Enrichment course for students grade k-3.
● Hiring an instructor for Elementary Mathematics Enrichment.
● Purchase of portable chromebook lab for use in Elementary Mathematics Enrichment course
● Purchase of enrichment software to support and enhance student growth in elementary program grades k - 5.
● Increase of 2.5% on SAGE Interim and/or Benchmark assessments by 18 months into our three year program
(Fall, 2018).
Direct outcomes:
● Increased access to web-based technology at school and at home.
● Opportunity for parent access to web-based programs to support student learning at home.
● Parent information night/training to support parental involvement, support and understanding at home.
● Professional development for teachers to enhance classroom teaching practices, integrated with technology at
the elementary level.
Gateway Preparatory Academy is in the process of school improvement. We have been designated a Title I
focus school for the 2015-16 and 2016-17 school years. As such, we receive support from the Utah Education Policy
Center (UEPC) located at the University of Utah in Salt Lake City. Through this collaboration as well as board,
administrative and teacher level work groups, we have identified Math as the top priority of focus for this school year.
Our math assessment scores have shown the smallest amount of growth for the last three years based on SAGE data.
We have been working on addressing this concern with the UEPC, developing goals and structures to ensure student
learning.
For years Gateway Preparatory Academy, because of our Montessori Philosophy, focused on hands-on
manipulative instructional materials at the elementary level, with little to no technology available for students in the
classroom, especially at the elementary level. The school had only one computer lab with 26 student work stations.
Through our reflective, data-based collaborations, we have determined that one of the root causes of a deficiency in
Mathematics was the lack of diverse instructional methods, including technology and enhanced learning tools. We
believe that the concrete learning in which our students engage with Montessori manipulatives provides them with a
solid mathematical foundation and number sense, but does not adequately prepare them to decode testing language
and question formats and successfully demonstrate their mathematics skills in standardized digital testing. In addition,
because of the focus on becoming well-trained in Montessori philosophy, teachers have not had many opportunities for
professional learning related to technology and supplemental programs. Since 2014 we have added 190 Chromebook
for use in all grades as well as weekly technology instruction for all students related to digital citizenship, basic
computing skills, and keyboarding. We have also incorporated a variety of different web based instructional programs
to enhance student learning as well as accountability through assessment and teacher development. The Digital
Teaching and Learning grant will assist in our desire to broaden the support our students and teachers need to improve
practice and increase student growth.
In addition, Gateway Preparatory Academy’s chartering document addresses the need for a web based tracking
system that follows individual student progress through a curriculum. We have used a variety of different tools over the
years but the addition of an Elementary Mathematics Enrichment program for grades k - 3 as well as the
implementation of a school-wide, web based curriculum that supports classroom instruction will enable teachers to
track and improve student learning through a very specific, focused lens: Mathematics, a school priority.
While SAGE scores and state accountability drive much of the decision making at Gateway Preparatory
Academy, we also utilize a variety of other sources as we plan for academic improvement. This year we are
collaborating with an outside agency, UEPC, to evaluate teaching practices and institutional structures (Professional
Learning Communities, Administrative structures and support, Community and Parental involvement, Opportunities for
Professional Learning, etc.) Through that collaboration we have determined a need for additional mathematics support
school-wide. The Digital Teaching and Learning grant fits nicely into that need providing for additional support, both
hardware and software, for a focus on elementary Mathematics instruction.
IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes Required Plan Elements:
● Plan must clearly identify specific activities (and related deliverables) it will undertake to meet the required
strategies to meet the outcome measures aligned to the SAGE and/or measure achievement of the goals.
● Plan must include the integration of effective strategies (e.g. prioritized, sequenced, evidence-based, best-
practice oriented, outcome-focused, ambitious and achievable).
● Plan must include a comprehensive stakeholder engagement strategy that will ensure that all stakeholders
understand the plan and their roles in ensuring its success.
● Plan must include a comprehensive communications plan for ongoing dialogue with all stakeholders at multiple
points along the implementation path.
Part A. Activities Part B. Timeline Part C. Roles and
Responsibilities
Part D.
Communication Plan
Present Plan to the Board October 13, 2016 Andrew Burt, Director Jonada Munk, Business Manager
Board Presentation and Website
Purchase Additional Chromebooks for Student Mathematics Lab
Spring 2017-2019 Andrew Burt, Director Jonada Munk, Business Manager Katie Dodds, Curriculum Director
Staff Email and Parent Newsletter
Purchase Elementary Mathematics Enrichment Program
Spring 2017 Andrew Burt, Director Jonada Munk, Business Manager Katie Dodds, Curriculum Director
Staff Email and Parent Newsletter
Hire Elementary Mathematics Enrichment Specialist
Spring 2017 Andrew Burt, Director and Hiring Committee (led by Andrew Burt)
Staff Email and Parent Newsletter
Grant Review Meeting Fall 2017 Grant Committee (Andy Burt, Katie Dodds, McKay Thompson, Ada Munk)/Board (current members)
Board Presentation and Website
Professional Development for elementary math
Summer-Fall 2017 Katie Dodds, Curriculum Director, Level Leaders
Staff Memo
teachers related to supporting Elementary Mathematics Enrichment Program
(Cami Lovell, Bobbi Smith, Erin Waldman, Aimee DiBrienza, Rebekah Hughes, Terry Pickett), and Math Enrichment Specialist (to be hired)
Determine Student Baseline/Achievement
Fall 2017 Math Enrichment Specialist and Classroom Teachers
School Environment Team Meetings
Monitor Student Progress School Year 2017-2018 Math Enrichment Specialist, Classroom Teachers, Andrew Burt, Director, Katie Dodds, Curriculum Director
School Environment Team Meetings
Modify instruction as needed and evidenced by student need
School Year 2017-18 Math Enrichment Specialist, Classroom teachers
School Environment Team Meetings
Review Program Spring 2018 Grant Committee (Andy Burt, Katie Dodds, McKay Thompson, Ada Munk)/Board (current members), Board (Current) and Level Leaders (Cami Lovell, Bobbi Smith, Erin Waldman, Aimee DiBrienza, Rebekah Hughes, Terry Pickett), and Math Enrichment Specialist (to be hired)
Determine Student Baseline for Academic Year
Fall 2018 Math Enrichment Specialist and Classroom Teachers
School Environment Team Meetings
Compare Baseline to 2.5% eighteen month goal
Fall 2018 Andrew Burt, Katie Dodds, Math Enrichment Specialist
School Environment Team Meetings, and to the Board
Monitor Student Progress School Year 2018-2019 Math Enrichment Specialist, Classroom
School Environment Team Meetings
Teachers, Andrew Burt, Director, Katie Dodds, Curriculum Director
Modify instruction as needed and evidenced by student need
School Year 2018-19 Math Enrichment Specialist, Classroom teachers
School Environment Team Meetings
Review Program/Meet Goal
Spring 2019 Grant Committee (Andy Burt, Katie Dodds, McKay Thompson, Jonada Munk)/Board (current members), Board (Current) and Level Leaders (Cami Lovell, Bobbi Smith, Erin Waldman, Aimee DiBrienza, Rebekah Hughes, Terry Pickett), and Math Enrichment Specialist (to be hired)
Staff Memo, Parent Newsletter, Board Presentation
Gateway Preparatory Academy, based on SAGE scores and collaborative work as a Title I focus school with the
Utah Educational Policy Center will develop and implement an Elementary Mathematics Enrichment course for all
students, grades k - 3 beginning in the fall of 2017. In addition, we will purchase a web-based program to support,
remediate and extend students learning in Mathematics for grades k - 5. Funds from the Digital Teaching and
Learning grant will be used to assist in purchasing hardware; a portable Chromebook lab, for student use as well as
improving wireless connectivity and obtaining a web-based curriculum for students. School land trust money will be
used in addition to Title I funds and the general fund to develop and implement the program.
During the 2016 - 17 school year, administration plans to develop the course, hire a teacher and procure the
necessary hardware to enable a smooth start to the Elementary Mathematics Enrichment program. Administration
will also purchase the web-based curriculum for all students, grades k - 5. Beginning in the fall of the 2017 - 18
school year, teachers will establish baselines with all students, grades k - 5 using the web-based program to assist in
tracking student growth within each year. In addition, classroom teachers will receive professional development on
the purchased software to ensure that they can support and extend the learning throughout the year, both in the
Elementary Mathematics Enrichment course (k-3) and the regular classroom (4-5). They will also receive one-on-
one coaching to ensure that the programs are implemented consistently and correctly. Throughout the school year
the Elementary Mathematics Enrichment teacher, as well as classroom teachers and administration will evaluate
the program as well as student growth and adapt instruction accordingly. At the conclusion of the year,
administration, classroom teachers and the school board will evaluate the effectiveness of the program and make
any changes to improve the Elementary Mathematics Enrichment program. Eighteen months after implementation
of our program, we will administer a SAGE interim or benchmark assessment with the goal of a 2.5% improvement
from our initial baseline math proficiency score. In the third and final year, 2018 - 19, the Elementary Mathematics
Enrichment teacher, as well as classroom teachers and administration will continue evaluate the program as well as
student growth and adapt instruction accordingly. This team will also monitor progress toward goals, reaching a 5%
increase on SAGE proficiency in elementary mathematics scores school-wide. This will be evidenced on 3rd grade,
4th grade and 5th grade SAGE scores. During the process Gateway Preparatory Academy will provide
implementation data to USBE on an annual basis and as requested.
Gateway Preparatory Academy will use the state-supported LearnPlatform, which will enable us to access all edtech
product management from a single location, providing an educator- and administrator-level view of the aggregated
tools available and uphold fidelity and student outcome objectives.
Using the Learn Platform, Gateway Preparatory Academy can:
● Select and use tools that are effective for specific populations to narrow the achievement gap
● Specify and refine learning targets aligned with our learning plan and employing tools that meet those
requirements
● Implement best practices from other educators and peer districts teaching similar populations
● Share results such that peer educators, district leaders and other stakeholders can see progress to plan in real-
time and receive quarterly reports on impact
Digital Curriculum - Instructional Tools
V. Description of High Quality Digital Instructional Materials with a Three Year Plan
for How an LEA will ensure that Schools Use Software Programs With Fidelity Required Plan Elements:
● Plan must articulate alignment of new high quality digital instructional materials to address student performance
targets articulated in plan goals.
● Plan must articulate how data will be used to inform instruction.
● Plan must address LEA-procured digital content purchased by topic, enabling teachers to customize content from
multiple sources and create curriculum tailored to their standards.
● Plan must identify a comprehensive set actions to meet fidelity requirements and have a clear, comprehensive
and realistic plan for mitigating the challenges.
Current Programs & Transition:
This school year we have purchased an additional 60 Chromebook and are utilizing the comprehensive
assessment/skill practice program, “Study Island,” a web based tool that we use with all students to check student
mastery of Mathematics, ELA and science. This gives students real time data that is aligned to the Utah core standards
that informs teacher instruction and student performance. In addition, students must demonstrate content mastery in
order to practice the next skill/standard. “Study Island” also provides interactive videos and additional support for
students who are below grade level on specific standards. This will help transition students to the web based program
and enhanced learning that will take place in the Elementary Mathematics Enrichment classes to be offered next year.
Gateway Preparatory Academy also uses the following programs that accommodate personalized student choice
and pacing, providing feedback as well as extension and remediation opportunities: Front row math (grades 3-5), online
Student Reading Achievement (grades 4-6), MyMath online student edition (grades 6-8), and to a lesser extent, Utah
Compose (grades 3-8).
Elementary Math Enrichment Programs:
Gateway has chosen the McGraw-Hill My Math® curriculum for use in our math enrichment program, and ALEKS
as a supplemental support program for extension work in classrooms and at home. McGraw-Hill My Math® enables
students to build a progression of mathematical skills for grades PreK–8. Students will learn new concepts in key areas of
focus and connect those math skills and concepts to ones they’ve previously learned. This program is built using
Understanding by Design®, a research-proven learning approach that first identifies a desired outcome and then tailors
learning to meet it.
The engaging student experiences in My Math are built upon the Focus, Coherence, and Rigor required by state
standards. Mathematical Practices are at point-of-use throughout the instruction. There are three levels of
differentiated instruction in every lesson in the Teacher Edition. These include Response to Intervention (RtI) Tiers 1 and
2 as well as Advanced learners. The Targeted Strategic Intervention Guide offers alternative lessons, providing another
approach to each mathematical concept for RtI students.
In the McGraw-Hill My Math Teacher Edition, instructional strategies at the beginning of every lesson help teachers
introduce students to lesson vocabulary. The end of every lesson features unique activities to boost concept
comprehension at three proficiency levels: Emerging, Expanding, and Bridging. These multisensory activities support the
integration of English Language Learners’ target language. My Math English Language support is built on the research,
methodology, and standards developed by WIDA™. McGraw-Hill Education K–8 Math solutions all follow WIDA
standards.
Every page in the Interactive Guide corresponds to the lessons within the McGraw-Hill My Math Student Edition. These
pages can be used before, during, or after each enrichment classroom lesson to support vocabulary development,
speaking/writing skills, and note-taking skills, and will facilitate integration and correlation between Enrichment Program
curriculum and regular classroom work.
Gateway Preparatory Academy will also employ the ALEKS program for enrichment and extension of curricular concepts
in classrooms and at home. ALEKS is an innovative, personalized online learning solution that uses artificial intelligence
and adaptive technology to deliver instruction based on what each student is most ready to learn next. This will allow
teachers to differentiate instruction, create procedural fluency, build learning momentum, and increase student
confidence in math. ALEKS is embedded with point-of-use correlations to My Math, so that related core lesson content
can be tied more closely to the students’ self-paced environment.
ALEKS is the result of groundbreaking research in mathematical cognitive science. It was developed over the course of
several decades with support from the National Science Foundation and researchers at top universities. The name
“ALEKS” stands for “Assessment and Learning in Knowledge Spaces.” The program’s approach is derived from Learning
Space Theory, which represents learning not as a linear process, but rather as a complex structure of interrelated topics
that offers trillions of unique pathways to mastery. Using artificial intelligence and adaptive questioning, ALEKS maps
each student’s unique knowledge state and creates an optimal learning path based on the topics that a student is most
ready to learn next. ALEKS gathers data to continuously refine the way topics are connected to each other, ensuring that
students master their Ready to Learn Topics more than 90 percent of the time.
The eAssessment feature contains many question banks that align to the standards taught in My Math. They can be
manipulated to add new tests or customize existing test questions. Each chapter contains Technology Enhanced
Questions to familiarize students with the item types on the state’s SAGE assessment.
Gateway will also use LearnPlatform to monitor the implementation, consistency, and fidelity of the Elementary
Math Enrichment program. Outcomes and analysis of activities reported via LearnPlatform will be shared across
Gateway Preparatory Academy and will inform changes in multiple areas:
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.
We believe that the above programs, implemented with fidelity, will help us achieve our goal of increasing Math Sage
scores in grades 3-5 by 5% at the end of the grant cycle.
VI. Detailed Three Year Plan for Student Engagement in Personalized Learning
Including a Three Year Plan for Digital Citizenship Curricula and Implementation Required Plan Elements:
● Plan must articulate how students will have consistent opportunities to participate in digital learning activities
that integrate critical thinking, communication, collaboration, and creativity skills.
● Plan must articulate how students will have consistent opportunities to use digital tools to select personalized
learning paths based on their learning needs specific to measurable student targets.
● Plan must articulate a comprehensive plan for teaching digital citizenship.
Gateway Preparatory Academy will focus grant funding to impact mathematic proficiency, specifically in grades
k - 5 by developing an Elementary Mathematics Enrichment program for students in grades k - 3 in school year 2016-17
and then implementing the program for the duration of the grant and beyond. Students will participate in the
enrichment program at least one hour per week. Courses for all elementary students, grades k – 3, will be on the master
schedule and required for all students. In addition, and as a part of the enrichment plan we will purchase a web-based
program for use by all students in grades k - 5 including the Elementary Mathematics Enrichment program classes,
regular classrooms, and at home. This web-based program will allow for streamlined tracking as well as remediation and
extension at the individual student level.
During the 2016 - 17 school year, administration plans to develop the course, hire a teacher and procure the
necessary hardware to enable a smooth start to the Elementary Mathematics Enrichment program. Administration will
also purchase the web-based curriculum for all students, grades k - 5. Beginning in the fall of the 2017 - 18 school year,
teachers will establish baselines with all students, grades k - 5 using the web-based program to assist in tracking student
growth within each year. In addition, classroom teachers will receive professional development and coaching on the
purchased software to ensure that they can support and extend the learning throughout the year, both in the
Elementary Mathematics Enrichment course (k-3) and the regular classroom (4-5). Throughout the school year the
Elementary Mathematics Enrichment teacher, as well as classroom teachers and administration will evaluate the
program as well as student growth and adapt instruction accordingly. At the conclusion of the year, administration,
classroom teachers and the school board will evaluate the effectiveness of the program and make any changes to
improve the Elementary Mathematics Enrichment program. In the third and final year of the grant, 2018 - 19, the
Elementary Mathematics Enrichment teacher, as well as classroom teachers and administration will continue evaluate
the program as well as student growth and adapt instruction accordingly. This team will also monitor progress toward
goals, reaching a 5% increase on SAGE proficiency in elementary mathematics scores school-wide. This will be
evidenced on 3rd grade, 4th grade and 5th grade SAGE scores.
In addition, the school utilizes the comprehensive assessment/skill practice program, “Study Island.” This gives
students real time data that is aligned to the Utah core standards that informs teacher instruction and student
performance. Students must demonstrate content mastery in order to practice the next skill/standard. “Study Island”
also provides interactive videos and additional support for students who are below grade level on specific standards.
Gateway Preparatory Academy also uses the following programs that accommodate personalized student choice
and pacing, providing feedback as well as extension and remediation opportunities: Front row math (grades 3-5), online
Student Reading Achievement (grades 4-6), MyMath online student edition (grades 6-8), and to a lesser extent, utah
compose (grades 3-8).
An important aspect for students in the 21st century, related to the Digital Teaching and Learning grant and our
proposed Elementary Mathematics Enrichment program, is digital citizenship. Students must be able to safely navigate
a connected, technological world. All students at Gateway Preparatory Academy have several opportunities to learn
digital citizenship. In the fall of each year our regional support center, Southwest Educational Developmental Center,
provides on-site education for students. They teach digital citizenship in an assembly format for students in grades k - 3,
4 - 5, and 6 - 8. In addition, elementary students at Gateway (k-5) participate in a weekly technology class where basic
computing skills and digital citizenship are taught throughout the school year. Teachers in the middle school
environment regularly re-visit digital citizenship in mentor groups as well as related to specific teaching moments
throughout the year.
Each student and guardian MUST agree to the school’s acceptable use policy every year prior to network access.
The school utilizes iBoss as a student and staff content filter. As an added layer of protection, GoGuardian is employed
to manage Chromebook content and access.
Personalized Professional Learning
VII. Professional Learning Required Plan Elements:
● Plan must focus on curriculum planning and student-learning activities integrated with digital technology tools
and resources.
● Plan must focus on content-specific strategies for integrating digital technology into the curriculum for all subject
areas addressed in the goals and objectives.
As our school improves digital teaching and learning with the goal of increasing math proficiency by 5% over the
three-year period, personalized professional learning will happen at Gateway Preparatory Academy in a variety of ways.
Management Restructuring:
From a management perspective, we will structure our team to have a full-time on-site technology supervisor. The
technology supervisor will provide training on all digital tools, including Chromebook and applications, for teachers prior
to their introduction in the classroom environment, and provide ongoing technical and applications support, as well as
monitoring the use of the programs. We will also provide an and an instructional coach who can provide one-on-one
support to teachers.
Coaching and Mentoring:
We will provide all elementary teachers, special educators and support staff, and our new elementary math specialist
professional development related to the new Elementary Mathematics Enrichment program to ensure common
practices and fidelity both in the elementary math enrichment class, regular classrooms, and one-on-work with students
who need extra attention. This professional learning will be provided by the vendor of the enrichment curriculum. We
will also plan for follow-up training after the initial implementation period to fine-tune program consistency and answer
recurring staff questions.
Gateway will practice one-on-one coaching for elementary teachers as they integrate curriculum from the enrichment
program into the regular classroom. Coaching will be provided by the curriculum director to ensure that the program is
implemented consistently from classroom to classroom and according to the prescribed methods outlined by the
program, and will happen formally at least once per term with follow-up as needed. The coach will work with teachers
to set math-specific goals for their classrooms and address concerns about integration, implementation, and assessment
of the program. The coach will also collect data from classrooms to assess the fidelity with which teachers follow the
program. This data will be analyzed to identify school-wide and individual support and training needs.
Curriculum Planning and Integration:
PLC teams will meet weekly to determine the best strategies for integrating the math enrichment program into the
existing standards-based curriculum map and ensuring consistent implementation in every classroom. They will share
strategies, lesson plans, and follow up work with one another and insert the integrated enrichment program onto the
school-wide curriculum map. Teachers will create prompts and activities for students to practice in their math journals
which extend from the integrated curriculum and help them to make concrete to abstract connections.
Ongoing Support & Professional Commitment:
We will partner with our regional service center, the Southwest Educational Development Center to access ongoing
support for teachers’ implementation of effective technology adoption. Level leaders, the school director, and
curriculum director/coach will collect questions and concerns regarding implementation and support from elementary
teachers and discuss the scheduling of needed training from SEDC in weekly PLC meetings and/or monthly staff training.
A portion of monthly staff trainings will be dedicated to questions, data analysis, and follow-up for this program. Finally,
we will continue to participate in the professional learning and implementation support offered by USBE and UETN,
strengthening best instructional practices.
Assessment - Measurable Outcomes VIII. Three Year Plan for how an LEA will Monitor Student and Teacher Usage of the
Program Technology Required Plan Elements:
● Plan must include a process for a team of stakeholders that includes LEA leadership and representatives of other
groups such as, school administrators, teachers, parents, students, and/or community members to develop
continuous improvement plans for digital learning initiatives aligned to the LEA’s improvement plan.
● Plan must address strategies for process improvement for digital learning that are continuously improved based
on results of the ongoing data collection (e.g., based on findings professional development is adjusted; schedules
are changed; content access protocols are improved; policies are updated; etc.).
● Plan must include multiple and varied sources of data (e.g., student performance data, classroom observation
data, web analytics, participation tracking, survey data, etc.) that are being used to continuously improve the
implementation and impact of digital teaching and learning.
Gateway Preparatory Academy plans to use Utah.LearningPlatform.com to track and monitor student and
teacher usage of program technology. This is a free service for LEAs in Utah. We will provide implementation data to
USBE on an annual basis. In addition, administration and teachers will monitor usage less formally throughout the
school year to ensure fidelity with the program. This will be reported to the school's board of governors at least
annually.
During 2015-2016, Gateway Preparatory Academy participated in the UETN edtech inventory process, highlighting 7 products
in use.
Number Products Included in 2015-16 Inventory
7 Microsoft Office, Google Apps for Education, Adobe Acrobat, Adobe Acrobat
Reader, Study Island, SAGE, Study Island
Gateway Preparatory Academy 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.
Gateway Preparatory Academy’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. Gateway Preparatory Academy 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).
2. Gateway Preparatory Academy’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.
2. 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.
Robust Technical Infrastructure
IX. Three Year Plan for Infrastructure Acquisition and Process for Procurement and
Distribution of the Goods and Services an LEA Intends to Use as Part of an LEA's
Implementation of the Program Required Plan Elements:
● Plan must address scaling current network and Internet connection bandwidth to support all LEA access needs
without performance degradation even during times of maximum use.
● Plan must report site specific validate-able enrollment, both full time and part time, and NSLP income eligibility
data to USBE as per E-Rate Eligible Items
● Acknowledge inventory tracking requirements for at least five years.
● Plan must address actions to scale to meet the goal to ensure wireless access is available and reliable in all
instructional spaces and indoor/outdoor common areas.
In the summer of 2016 Gateway Preparatory Academy upgraded its entire internal connections infrastructure
adding 30 wireless access points to the school. This upgrade will ensure we are a prepared to run our proposed
Elementary Mathematics Enrichment program. Our Technology committee headed by our technology specialist will
regularly evaluate technology performance and need. We plan to utilize network monitoring tools to assist in
monitoring network usage. We also partner with Southwest Educational Development Center to assist in developing
technology plans and maintaining performance.
Gateway Preparatory Academy has applied for E-Rate funds for 2016-17 and met all requirements. Enrollment
and income eligibility can be verified with E-Rate as well as USBE submitted reports. We have an enrollment of 675
students with a 61.2% population that qualifies for free or reduced lunch programs.
Gateway Preparatory Academy uses the following practice “A physical inventory of property included on the
school’s property schedule is performed on an annual or every two-year basis and is reconciled to the property schedule
and general ledger of the school” located in our finance policy found on our website:
http://gpacharter.org/wp-content/uploads/2014/02/Gateway-Preparatory-Academy-Fiscal-Policies-and-Procedures.pdf
The above stated upgrade currently meets all network needs and will be regularly evaluated by our technology
specialist and SEDC staff.
Use of LearnPlatform will assist with establishing and maintaining an auditable edtech product inventory during
the course of this five-year plan. Housing all edtech products, inclusive of status information, grading, pricing, contract
terms, compliance requirements, LEA-defined pre-screened criteria for purchase/adoption, etc. will create a single
repository of all product information that is easily accessible, transparent and reportable. LearnPlatform will provide
reporting on utilization and outcomes real-time and over time, during the course of this plan.
X. Technical Support for Implementation and Maintenance of the Program Required Plan Elements:
● Plan must address scale up of technical support to be available so that business and instructional operations are
minimally impacted.
● Plan must address the presence or building of a well-defined technical support procedure.
● Plan must include process to Inventory and track portable and fixed technology assets is catalogued and LEA
continues to participate in statewide inventory surveys
Currently Gateway Preparatory Academy contracts with H-Wire for a variety of support related to school
technology. They provide maintenance on wireless capability, student data safety and day to day technology issues
faced by staff and students. They have a ticket system that allows teachers/students to request support. Their average
response time is less than 24 hours with most issues resolved the same day. In addition, we have an on-site technology
intern that assists with immediate needs that must be handled on site.
H-wire and the school’s intern provide professional learning and training for teachers as the school implements
new technology. The intern and Gateway Preparatory Academy’s business manager inventory technology assets
annually.
Use of LearnPlatform will assist with establishing and maintaining an auditable edtech product inventory.
Housing all edtech products, inclusive of status information, grading, pricing, contract terms, compliance requirements,
LEA-defined pre-screened criteria for purchase/adoption, etc. will create a single repository of all product information
that is easily accessible, transparent and reportable. With greater use of LearnPlatform, we will define a scalable,
sharable process for our staff to catalogue all products, manage and document their life cycles, report on utilization and
impact results and share those metrics with other districts, the state and stakeholders involved in the digital teaching
and learning work.
Data and Privacy
XI. Proposed Security Policies, Including Security Audits, Student Data Privacy, and
Remediation of Identified Lapses Part A. LEA Security Policies
Part B. LEA Security Audit Plan
Part C. LEA Student Data Privacy Policies and Procedures
Part D. LEA Remediation Plan of Identified Lapses
Required Plan Elements:
● Plan must include attached or linked policies in adherence with Utah code for the above required policies and
have been communicated (e.g. public forums, parent information nights, media sent home with students, faculty
memos, etc.) with all stakeholder groups.
● Plan must include LEA and school digital technology policies that incorporate “Responsible Use” guidelines that
encourage proactive, positive behavior with digital technologies and have a systematic process for consistent or
continual policy updates.
● Plan must include evidence that the LEA and school leaders and the local school board to have worked with a
variety of stakeholder groups to create and adopt policy regarding the role of digital technology in a student-
centered learning environment and have a systematic process in place to continuously advocate for this policy
with relevant stakeholder groups.
The following links provides a copy of the policies requested in the grant:
http://gpacharter.org/wp-content/uploads/2013/12/Policy-Data_Management_Policy.pdf
http://gpacharter.org/wp-content/uploads/2013/12/Policy-
GPATechAcceptableUsePolicy_ApprovedMay2012.pdf http://gpacharter.org/wp-content/uploads/2013/12/Policy-records-management-policy.pdf
In addition to the attached policies, the board at Gateway Preparatory Academy follows a policy review calendar
ensuring that all school policies are reviewed every 18 months. This review schedule is attached. Gateway Preparatory
Academy has a technology committee that reviews and advocates for strong technology policy and procedures. This
committee is composed of parents, teachers, board members as well as administration and a technology specialist.
Gateway Preparatory board will commit to regular review of all policies related to the Digital Teaching and Learning
grant and modify existing ones while adopting any needed policies. In addition, data security with third party providers
of educational or other services is addressed in third party contracts. All contracts are reviewed and approved by the
school’s board of directors.
To further enhance the security of our data and provide a better understanding to our staff, the Southwest
Education Development Center (SEDC), comes to our school at least annually to train staff on data security, including
password usage and anti-phishing training. The network at Gateway is protected and maintained by our contracted IT
service provider, H-Wire. If there is a security breach, H-Wire is available immediately either remotely or on-site. In
addition, all of the H-Wire work is done through a very secured VPN. HWire updates our antivirus, filtering, and other
software on a regular basis. Our remediation plan is to have H-Wire make sure all security breaches are addressed and
taken care of immediately as well as run regular security audits to prevent such breaches or any potential attacks. SEDC
has also been able to offer support in the event HWire is not immediately reachable.
All student data is password protected and our data privacy is encrypted and secured. Security does not impede
or restrict the use of education tools and all security rules and policies are monitored and supported by H-Wire. Our
network is filtered to restrict exposure to inappropriate content and is Children Internet Protection ACT (CIPA) compliant
while consistently providing access to useful instructional tools and resources. Our Content Filtering does not impede or
restrict the use of educational tools. We have continuous collection of Content Filtering data that is maintained and
managed by H-Wire to support decisions and comply with local, state and federal reporting mandates. Gateway
Preparatory Academy will cooperate in any future security and data privacy audits as requested by UETN in compliance
with this grant. We have been given the proper contact names at UETN to contact as needs arise.
Budget and Resources
XII. Budget The LEA's overall three-year financial plan, including use of additional LEA non-grant funds, to be utilized to
adequately fund the LEA plan.
Part A. Disclosure of LEA’s Current Technology Expenditures The LEA may provide their own template, or utilize Budget Form (Attachment A) to document their current expenditures.
Part B. Budget for Grant Funding Year 1 – 3 In addition to completing the Budget Form (Attachment A), provide a narrative description of the budget. The narrative clearly describes the proposed expenditures for each of the three years of the proposed project.
Provide sufficient details in the budget to clarify intended expenditures associated with the project budget.
• Provide a justification for each budget category. • For funding for salaries, please share the number of FTEs that are increased through this grant program. • Describe any other non-grant funds that will be used to help support this plan. (This is not required, but
helps demonstrate commitment.)
Note: A participating LEA may not use grant money: (1) To fund non technology programs;
(2) To purchase mobile telephones; or
(3) To fund voice or data plans for mobile telephones.
(4) To supplant existing funding for educational technology
Following is a breakdown of individual budgeted expenses by year:
2016-2017 School Year:
In the Spring of 16-17 we will purchase a complete Chromebook lab and Charging Doc station for the Mathematics
Enrichment program. We will purchase the following items: 30 Chromebooks (including management software) x
$278.20 each = $8,346.00; a Charging station costing $813.60.
These items will only be used by the Math Enrichment programs and will be housed in the Math Enrichment
program classrooms. We are in the process of researching a Web-based Enrichment software to use with the
Chromebooks. The two programs we are considering are McGraw Hill, My Math and Aleks. The software pricing for
a 5-year license is as follows:
My Math – Aleks bundle pricing
K - $122.46 x 75 students = $9,184.50 + $227.05 (teacher edition) = $9,411.50 total cost/5 years = $1,882.30/year
1st & 2nd grades - $147.48 x 141 = $20,794.68 + 227.07 (teacher edition) = $21,021.72/5 years = $4,204.34/year
3rd – 5th grade - $179.40 x 227 = $40,723.80 + 681.21 (teacher editions) = 41,405.01 /5 years = $8,281.002/year
Total cost per year = $14,367.66 (this is the maximum cost for this service; we are hoping to work with the sales
team for better discounts) Purchasing this software during the second half of the first year allows teachers and
students to familiarize themselves with the program and develop plans to impact student learning.
To cover the cost of this software $3,474.40 of the total cost will be purchased using Digital Teaching and Learning
money, the remaining cost of $10,839.26 will be covered using School Land Trust money.
2017-18 School Year:
We will hire a full-time teacher who will be responsible for running the Math Enrichment class as well as teaching
Digital Citizenship throughout the school. This position will be equivalent to 1 FTE. The cost of the salary and
benefits for this teacher will be approximately $41,000. The cost of this teacher can’t be covered using grant money,
however the school is planning to use Title I money to cover such costs.
In addition to the above position, we will continue the use of the Math Enrichment software. This is a yearly cost of
$14,367.66. The entire Digital Teaching and Learning grant money for this year will be spent towards the software.
The remaining software cost will be covered using existing Land Trust money.
2018-19 School Year:
We will keep the position of a full-time teacher who will be responsible for running the Math Enrichment class as
well as teaching Digital Citizenship throughout the school. This position will be equivalent to 1 FTE. The cost of the
salary and benefits for this teacher will be approximately $41,000. The cost of this teacher can’t be covered using
grant money, however the school is planning to use Title I money to cover such costs.
In addition to the above position, we will continue the use of the Math Enrichment software. This is a yearly cost of
$14,367.66. The entire Digital Teaching and Learning grant money for this year will be spent towards the software.
The remaining software cost will be covered using existing Land Trust money.
We believe that through the use of the above web-based software we will be able to enhance student learning at
their individual level, increasing mathematic scores on Sage in 3-5th grade by 5% at the end of 2018-19.
Part C. Possible Increase in Funding (10% Increase Plan) Each LEA may be eligible for additional funds as they become available. This section is to provide a supplemental
narrative and itemized budget that would detail how the LEA would spend funds if the budget was increased by
10%. (Note: Each LEA that has an approved plan will have the opportunity to submit a finalized budget once the
final allocations are determined in December 2016. This section will be used to support your finalized budget
submission.)
If the grant funding were to increase by 10%, the school will spend the additional allocated funds towards the cost of
the Math Enrichment software. See Part B for additional cost detail.
Part D. Projection for Future Support Costs Each LEA should include a projection for future support costs associated with their Digital Teaching and Learning
Plan. The projection will support state level projections for future needs associated with this initiative.
The pricing listed in Part B is a per student price that includes online training and support services for the Math
Enrichment software. We do not anticipate any other direct costs associated with software training. However, we
do anticipate time spent by members of our administrative team to help support and implement the program across
our classrooms. These costs will be covered by existing unrestricted money along with Title I money.
In addition to software support, we will need support to manage and maintain the Chromebooks. Our on-site IT
employee will help perform this task. We anticipate this will require a few hours a month of his time and estimate an
additional $1,000 a year in IT salaries and benefits support costs.
Part E. Sustainability Explain how the LEA plans to scale and grow digital teaching and learning beyond the three-year grant period. This may include plans to shift existing funds to support digital teaching and learning, as well as the allocation of new funds, and/or outside grants. Money spent to support this program through Digital teaching and learning funds will free up School Land Trust
money and unrestricted funds money that would have otherwise been budgeted for this program. The potential
savings resulting from the use of the Digital Teaching and Learning grant during the three years, will be utilized in
the years following to help sustain such program. In addition, using this grant for the Math Enrichment software for
year 2 and 3 will free up Land Trust money to purchase additional Chromebook to improve our Chromebook –
student ratio to one on one. These Chromebooks will be available for the use of the Math Enrichment software
throughout the school. In addition, the school will continue to use its Land Trust & Title I money to support this
program needs. The cost of the program not covered by Land Trust and Title I funds, will be covered by unrestricted
carry over funds.
After an initial purchase of hardware, spending will decrease to maintenance and replacement cost only, and any
future savings will be redistributed to the Digital Teaching and Learning program Math Enrichment Software and
support costs. Through thoughtful budgeting and planning of our Land Trust and Title I money we can easily sustain
this program in future years.
Required Plan Elements:
● Plan includes costs identified by the LEA that are realistic.
● Plan includes clearly identified resources it will deploy to ensure the plan’s success.
● Plan must address sustainability beyond the grant period.
● Plan must include how the LEA will continue to use effective strategies.
STATEMENT OF ASSURANCES
Should an award of funds from the Digital Teaching and Learning Program be made to the applicant in support of the
activities proposed in this application, the authorized signature on the cover page of this application certifies to the
USBE that the authorized official will:
1. Upon request, provide the Utah State Board of Education with access to records and other sources of information
that may be necessary to determine compliance with appropriate federal and state laws and regulations.
2. Conduct educational activities funded by this project in compliance with the following federal laws:
a. Title VI of the Civil Rights Act of 1964
b. Title IX of the Education Amendments of 1972
c. Section 504 of the Rehabilitation Act of 1973
d. Age Discrimination Act of 1975
e. Americans with Disabilities Act of 1990
f. Improving America’s Schools Act of 1994
3. Use grant funds to supplement and not supplant existing funds from all sources.
4. Take into account, during the development of programming, the need for greater access to and participation in the
targeted disciplines by students from historically underrepresented and underserved groups.
5. Submit, in accordance with stated guidelines and deadlines, all program and evaluation reports required by the Utah
State Board of Education.
6. The applicant will retain records of the program for five years and will allow access to those records for purposes of
review and audit.
Budget
Part 3: BUDGET
Applicant:
Description Funding Requested –
Year One January 1, 2017 –
June 30, 2017
Funding Requested –
Year Two July 1, 2017 – June
30, 2018
Funding Requested –
Year Three July 1, 2018 – June
30, 2019
TOTAL FUNDING REQUEST
A. (100) Salaries
B. (200)
Employee
Benefits
C. (300)
Purchased
Professional &
Technical
Services
$3,474.40
(Mathematics
enrichment
curriculum
software )
9,838
(Mathematics enrichment curriculum software services)
9,838
(Mathematics enrichment curriculum software services)
23,150.40
D. (400)
Purchased
Property Service
E. (500) Other
Purchased
Service
F. (580) Travel
G. (600)
Supplies &
Materials
9,159.6 (30
Chromebooks + 1
Chromebook
cart)
9,159.60
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)
M. TOTAL (Lines
I through L) 12,634 $9,838 $9,838 32,310
This form is a required element of the grant application. Justification for each of the categories shall be included in the budget narrative portion of the application. Modifications to the grant must be reflected over the three years of the grant and included as part of the annual reporting. For reporting, it must include an itemized breakdown of these budget categories and a budget narrative explaining how you calculated each line item and the actual total project cost share.
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