Utah State Board of Education Digital Teaching and Learning Grant Program

Qualifying Grant Application and Rubric FY 2017

Good Foundations Academy

Vision and Guiding Principles Vision

• Change and improve the culture of public education, classroom instruction, student and parent engagement, teaching and learning processes.

• Support the Utah Core and provide systemic support for student engagement and classroom innovation. • Provide access (teacher, student and home) to quality digital curriculum, learning management support

structures, collaboration systems, formative assessment systems, ongoing access to proven software, instructional practices research.

• Prepare students for college and careers including an emphasis on higher-order problem solving across the curriculum.

• Broaden STEM career path options for students. • Support the drive toward on-demand, 24/7 learning and the flipped classroom. • Drive economic development by providing students the skills and experiences they need to give Utah companies

the quality workforce that they need. • Move towards 66% by 2020 P.A.C.E. Goals.

Guiding Principles • Recognize the complexity and significance of the change management process required for success. • Technology supports, not supplants, excellent teaching. The key to quality instruction is the teacher. • Public schools are managed by elected local boards with their own policies, priorities and constituents who

prefer local control of the education system for their students. • Changes to processes require thoughtful planning and preparation to maximize success. • Sustained ongoing funding and negotiating multiple state contracts provides economies of scale in support of

local purchasing control. • Build on the infrastructure investments and planning teams (including administrators, teachers, parents and

students) LEAs have in their schools. • Provide flexible implementation frameworks for LEAs to craft their technology vision for teaching and learning

that includes meeting their needs for equipment, software/curriculum, professional development, infrastructure upgrades, technical support and refresh.

• Leverage LEA expertise in crafting technology processes and digital curriculum for evolving local needs. For the past four years, the state of Utah, including the local school systems, the USBE, UETN, and the Legislature have been working to best leverage the power of technology for learning. The Legislature created and charged the Utah Digital Teaching and Learning Task Force to combine these efforts to create the following Master Plan for Utah.

LEA Overview: I. LEA’s Results on the Readiness Assessment Required in Section 53A-1-1404

For the full Future Readiness Assessment Digital Learning Readiness Report documented for Good Foundations Academy please see https://drive.google.com/file/d/0B5EMyQx4YZ-0S19hcUI3M0FZWWM/view?usp=sharing

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. Inventory of LEA’s Current Technology Resources, Including Software This section should articulate a commitment to continue to engage in existing inventory efforts. Please visit http://www.uen.org/digital-learning/taskforce.shtml and utilize the Utah School Technology Inventory Tool to find relevant data for this aspect of the plan. (You can contact resources@uen.org if you need additional assistance procuring your inventory data.)

Hardware information provided for the state inventory was:

Desktops using Windows OS: 70

Laptops using Windows OS: 30

Mac Desktops: 30

Mac Laptops: 2

Windows Tablets: 3

iOS Tablets: 2

School facts: 491 students

Age of Wired network: 1-7 years old

Age of Wireless network: 1 year old

Wireless Access Points: 19 installed in 2015 with 11 more being installed this year which will give us one in each classroom.

Firewall: Meraki MX100 firewall installed October 2016

We will participate in future inventory efforts with UETN as requested.

Software inventory:

Microsoft Office, Google Apps for Education, Adobe Acrobat, Adobe Acrobat Reader, Pioneer Online Library, eMedia, UEN Open Educational Resources, Eureka, SAGE, TTL4, Alexandria Textbook Tracker, Spelling City, Star 360, Dibels.net, Lanschool, H-wire Timeclock/Check-In

Part B. Description of How the LEA Will Integrate Existing Resources into the Proposed Three Year Digital Teaching and Learning Program ● Aspire to track attendance and behavior ● STAR 360 Formative assessments and student growth and to drive instruction ● Eureka is an online math curriculum ● Lanschool will provide the ability for the teacher to maintain control of instruction with the use of the

Chromebooks. In our current plan we will be replacing PCs and MACs every 6 years (PCs 2018-19, MACs 2020-21) and the Chromebooks every 3-5 years. In 2018 a plan is in place for teachers to receive a stipend to purchase their own devices to help offset the cost of replacing their machines starting with the oldest first. Also, in our plan, is the use of E-rate funds to purchase a new firewall in 2019 that will give us the the capability of more than 1 Gbps throughput as well as update our APs to keep up with the increased demand. We are also looking at MDM solutions but have decided to wait for the UETN RFP before making a determination or purchase.

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

Statement of Purpose: The purpose of Good Foundations Academy (GFA) is to provide excellence and equity in education through a common educational foundation. We prepare students for college and careers including an emphasis on higher-order problem solving across the curriculum and broaden STEM career path options for students. This will be achieved by successfully teaching a carefully sequenced body of content and skills, and developing a school culture that instills the values of strong character in a democratic society. We will provide access (teacher, student and home) to quality digital curriculum, learning management support structures, collaboration systems, formative assessment systems, ongoing access to proven software, instructional practices research. Our goal is to provide each student with knowledge, skills, and character through strong parent-teacher-student partnerships.

GFA Learning Objectives:

● Have all qualified teachers using various digital tools to effectively enhance instruction and learning in the classroom

Technology supports, not supplants, excellent teaching. The key to quality instruction is the teacher.

Efficiency- students learning efficiently and teachers teaching efficiently

Goals:

Needs Assessment:

The “Future Ready”needs readiness assessment identified that we are currently weak in use of time and space (score of a 5.0).

Therefore, by giving software and tablets to teachers and eventually students teachers will be more efficient in instructional practices, timely feedback to students, increase engagement, leading to student mastery of curriculum/content/problem solving as demonstrated by higher scores on STAR 360. We conclude we have a root cause of lack of efficiency in teacher time.

Based on SAGE Mathematics Assessment for the 2015-2016 SY Good Foundations Academy had a proficiency rate of 31% for grades 3-6. Another key root cause of our deterrence toward success is concluded as low math proficiency.

Based on the root causes found in the Future Ready and SAGE assessment, Good Foundations Academy will attain the following goals:

Option A: SAGE Baseline

Option B: Local Baseline Good Foundations Academy will see a 5% increase on our school’s performance on Star 360 Math using a baseline of the school’s fall 2016 Star 360 Math proficiency scores for 5th and 6th grade (> or = 40th percentile = proficient). The 5% increase will be documented in the 5th and 6th grade classrooms in the spring of 2019 and compared to the baseline data of the fall of 2016 scores in Math.

● Long-term Outcome (end of 18-19 SY): See option B Local Baseline ● Intermediate Outcomes:

● End of SY 17-18: Affected students will improve proficiency rates on Spring of 2018 STAR 360 math in the 6th grade by at least 2.5% as compared to the baseline-Fall of 2016 scores

● Direct Outcomes as Defined in the Master Plan:

● End of SY 16-17: GFA will increase our Readiness Assessment score of 5.0 to a 5.1 ● End of SY 17-18: GFA will increase our Readiness Assessment score of 5.0 to a 6.0 ● End of SY 18-19: GFA will increase our Readiness Assessment score of 5.0 to a 6.5 or

higher

IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes Part A. Activities Activities: Over a three year process Good Foundations Academy will provide students with Chromebooks to enhance 4th-6th grade math instruction. This process will commence with a pilot teacher followed by a process of integration with other teachers over the three years concluding with full implementation in grades 4-6. The school will implement the use of Midas school management software to increase the efficiency of planning, grading, and communication with staff, students, and parents. Ten Teachers will be provided with a stipend for the purchase of an approved device (see number 5 below).

One 5th grade math teacher will be identified to run the pilot year. This teacher will be provided with a class set of Chromebooks to use at his/her discretion and will collect data on best usage with Chromebooks. This teacher will be selected based on prior knowledge of the use of technology driven instruction.

In order for a teacher to receive a class set of Chromebooks in year 2 of implementation the teacher will write a proposal demonstrating his/her plan for usage of technology in the area of mathematics. The teacher’s proposal must state:

1. How it aligns to our LEA approved math curriculum (Singapore: concrete, pictorial, abstract approach) 2. What apps or programs will be used and why they were selected 3. How the devices improve efficiency in the classroom for both students and the teacher 4. What benchmarks will be put in place in order to report progress on a quarterly basis 5. For the teacher device it must meet the following requirements

a. communicate with Google Chrome devices b. Is mobile c. Ability to run Google Chrome d. Windows, Apple, or Chrome device e. Must not be a mobile telephone

Activity Alignment: Through teacher collaboration with the devices as well as the Technology Committee, specific curriculum innovation will take place. Each year, teachers will build off of the prior years’ discoveries while connecting

with the school’s vision and mission. Successful technology lesson plans which are identified through progress monitoring utilizing STAR 360, will be spread throughout school collaboration. The technology team composed of participating teachers will review data quarterly (or more frequently) to identify what systems are working best. This system of checks and balances will provide the school with data showing best practices for helping us reach 5% growth in proficiency rates in the 3 year process.

Part B. Timeline Provide a detailed timeline for the activities of at least the first year, with general activities outlined for year two and three. Year 1 ● January (2017)- 4th-6th Grade teachers are granted $400 stipend and teachers buy approved devices ● January (2017)- 5th Grade teacher will be selected to participate in a pilot program ● January (2017)- Technology team is drafted ● March (2017)- Technology team meets to discuss pilot program ● May (2017)- 4th-6th grade applications due for 2nd year ● May (2017)- Technology team selects teacher proposal for 2nd year implementation and assess pilot program. ● Summer (2017)- 2nd year implementation class set of Chromebooks purchased ● September (2017)- Technology team meets with teachers using class sets to ensure alignment of goals. ● November (2017)- Technology team develops set of best practices and resources to be utilized in the future.

Year 2 ● Monitor and refine alignment of technology and student-learning outcomes. ● Provide professional learning opportunities that allow teachers to enhance their digital based learning. ● Technology team continues to refine best practices and applications of Chromebooks in alignment with student-

learning outcomes. ● Add classrooms participating in program as funds are available and teachers are trained to utilize the

technology. Year 3

● Add Chromebooks in for each classroom in 4th-6th grade ● Provide Professional Learning for teachers ● Examine Data to assess the effectiveness of technology usage

Part C. Roles and Responsibilities Tech Committee:

● Identify teacher for pilot program ● Evaluate pilot program progress toward reaching student learning outcome goals ● Establish best practices for subsequent participating teachers ● Develop professional learning pathways ● Evaluate and progress monitor program for effectiveness

Pilot Teacher:

● Employ technology in the classroom

● Identify and suggest programs and applications to increase engagement and learning in the classroom through digital technology

● Collect data and report findings to tech committee.

Year 2 Participating Teachers:

● Write proposals for best practices in implementation ● Employ technology in the classroom ● Identify and suggest programs and applications to increase engagement and learning in the classroom

through digital technology ● Collect data and report findings to tech committee. ● Participate in professional learning opportunities

Year 3 Participating Teachers:

● Employ technology in the classroom ● Collect data and report findings to tech committee. ● Participate in professional learning opportunities ● Pursue ed tech endorsement (1 from each grade level)

Administration:

● Allot funds for the project as needed ● Report to board regarding effectiveness of the program ● Make decisions regarding curriculum and programs used in the digital learning program

Board

● Govern via approval of digital learning budget for tech purchases.

Part D. Communication Plan Good Foundations Academy will do the following to communicate usage of funds in the digital learning initiative:

● Create a Digital Learning Grant tab on the school website www.gfautah.org outlining the three year plan including student learning outcomes and data

● The Technology Coordinator will report progress to our faculty and staff regarding our digital learning initiative ● The Technology Coordinator will provide a yearly report to the board ● The Technology Coordinator will write a brief quarterly update in the school newsletter “The Guardian”

regarding progress towards our goals. ● We will provide implementation data to USBE on an annual basis.

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

A. Alignment of new high quality digital instructional materials to address student performance targets articulated in plan goals and how data will be used to inform instruction.

a. With the purchase of teacher devices and student Chromebooks we will be able to use STAR 360, Eureka Math, and prodigygame.com to collect baseline and continuous formative data.

b. Students will use Chromebooks to test students monthly using STAR 360 which will give teachers data on students current ability level which allows teachers to differentiate and change instruction based on students needs.

B. LEA-procured digital content purchased by topic, enabling teachers to customize content from multiple sources

and create curriculum tailored to their standards. a. For the topic of math, we will procure STAR 360, Prodigy, code.org, and Eureka Math to enable teachers

to customize math content from multiple sources and create curriculum tailored to their standards.

C. Actions to meet fidelity requirements a. We will follow software provider STAR 360’s recommendation to take monthly formative assessments

which will provide real time data to drive instruction. b. Prodigy has shown marked improvement for students who were engaged in at least ten hours of

prodigy gameplay a year. Using Chromebooks in class, we will meet or exceed this recommendation. c. Eureka Math suggests instruction is given for at least one hour daily. We will meet or exceed this

recommendation. Chromebooks will allow students to engage Eureka Math instruction in new ways.

D. Challenges a. We anticipate in reaching our goals that the freedom of using a device for instruction may create a

challenge for some students to stay on task and make good use of their time. i. To mitigate this challenge, we will implement LAN-School which limits usage of the device to the

teachers specification b. We anticipate technological problems may disable a device.

i. To mitigate this challenge we will have at least 15% Chromebooks that may be used as replacement devices on hand to be used while we fix the disabled device.

c. Ensuring valid data collection. i. Use multiple data points to minimize outliers.

ii. In order to ensure the data collected accurately represents the effects of this digital learning initiative we will compare data primarily among students who have participated in the initiative each year.

d. Lack of comparative data due to digital transitions i. Compare spring scores to last two years of Sage spring scores for the cohort.

e. Software support for special education students i. Star 360

1. Change students' estimated Math Instructional Level 2. Change students' estimated Instructional Reading Level 3. Extend students' time limit for answering questions 4. Enable students to hear audio for test questions 5. Select test to administer

ii. prodigygame.com 1. Text to speech 2. Font enlargement 3. Engaging differentiation

VI. Detailed Three Year Plan for Student Engagement in Personalized Learning Including a Three Year Plan for Digital Citizenship Curricula and Implementation

This section should address how Digital Teaching and Learning at the LEA will be used to support student engagement in personalized learning. Additionally, the section should address all student grade levels that will be engaged in the digital teaching and learning program as per legislation (http://le.utah.gov/~2015/bills/static/HB0213.html ). Please visit http://www.netsafeutah.org/ for existing resources to support the plan development.

Required Plan Elements:

A. In year one we will engage 5th grade students with Chromebooks for math instruction. In year two we will add 6th grade math instruction utilizing Chromebooks. In year three will will implement Chromebooks for math instruction in 4th grade.

B. Students utilizing Chromebooks for math instruction will have consistent opportunities to participate in digital learning activities that:

a. Integrate critical thinking using Chromebooks to access and engage Code.org and prodigy.org. b. Communicates to teachers the students’ real-time proficiency utilizing Eureka Math and STAR 360. c. Provide for digital collaboration utilizing Google Classroom integration using Chromebooks. d. Tap into creativity skills using Chromebooks while accessing www.Code.org.

C. Consistent opportunities to use digital tools to select personalized learning paths based on their learning needs will enable students to achieve measurable student targets by:

a. STAR 360 will provide instructors with real-time student proficiency that will drive differentiated instruction.

b. Prodigy’s adaptive technology is designed to help students develop procedural and conceptual understanding in the most engaging way possible.

D. Comprehensive plan for teaching digital citizenship. a. Teachers will start each year with an engaging unit on digital citizenship and appropriate use, using

Netsmartz and netsafeutah.org as resources. Then throughout the year, teachers will complete weekly mini reviews and monthly main reviews of digital citizenship and appropriate use to always keep these guidelines fresh in students’ minds.

Personalized Professional Learning

VII. Professional Learning

Good Foundations Academy will provide the following high quality professional learning to its staff:

Year One

● Google Classroom: GFA will help teachers learn and understand Google Classroom by setting them up in a Professional Development Google Classroom as students and assign them activities and assignments to help them learn and get comfortable with Google Apps such as Google Drive, Google Docs, Google Slides, and Google Forms.

● Eureka Math: Teachers will attend an extensive three day Eureka Math Conference in California as well as being trained on their website of how to access Eureka Math Navigator and the online professional development videos, webinars, and other provided resources.

● STAR 360: Teachers will be trained on how to assess their students monthly on STAR 360 as well as how to access their reports and data. They will also be trained on how to access the STAR 360 Online Professional Development Suite of online video tutorials and activities.

● Midas: Teachers will be trained on the many ways Midas will help them to be more efficient with their time as well as how to access all the online video tutorials.

● Coaching: Teachers will meet every three weeks with the Academic Director for ongoing periodic coaching after the Academic Director has observed their teaching in the classroom.

● Tech Committee: GFA Tech Committee will research and pilot new resources that focus on curriculum planning and student-learning activities integrated with digital technology tools and resources that focus on content-specific strategies for integrating digital technology into the curriculum for the subject area of math to train staff on for the next school year. The Tech Committee will also provide special education students with appropriate software.

Years Two and Three:

● Google Classroom: GFA will continue to use Google Classroom to help teachers learn and get comfortable with more advanced Google Apps

● Eureka Math: Staff will continue their training on Eureka Math to stay up to date.

● STAR 360: Staff will continue their training on STAR 360 to stay up to date. ● Midas: Staff will continue their training on Midas to stay up to date and incorporate new ways to be more

efficient. ● Coaching: Staff will meet every three weeks with the Academic Director for ongoing periodic coaching after the

Academic Director has observed their teaching in the classroom. ● Tech Committee: GFA Tech Committee will coach staff on the approved researched resources from the previous

year and will continue to research and pilot new resources that focus on curriculum planning and student-learning activities integrated with digital technology tools and resources that focus on content-specific strategies for integrating digital technology into the curriculum for the subject area of math to train staff on for the next school year. The Tech Committee will also provide special education students with appropriate software.

Assessment - Measurable Outcomes VIII. Three Year Plan for how an LEA will Monitor Student and Teacher Usage of the Program Technology

A. In year one Good Foundations Academy will create a Technology committee. a. This committee will be comprised of a team of stakeholders that includes LEA leadership and

representatives of other groups such as, school administrators, teachers, parents. b. This committee will develop a continuous improvement plan for digital learning initiatives aligned to the

LEA’s improvement plan. B. Year Two and Three

a. Quarterly meetings of the Technology committee will monitor student and teacher usage of the program technology.

b. Technology coordinator will report usage of program technology to Technology committee by collecting and reporting on data obtained through:

i. Firewall usage report that links each Chromebook’s unique ip address to a class group. ii. Google administrator provides usage reports for each logged in Chromebook and data on what

the Chromebook was used for. C. Strategies for process improvement

a. Digital learning will be 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.).

b. Technology committee will analyze testing data from classrooms included in the digital learning initiative and assess usage and student growth relative to employed teaching strategies in order to improve policies and procedures.

D. Multiple and varied sources of data will be used to continuously improve the implementation and impact of digital teaching and learning. These sources of data include:

a. Student performance data from STAR 360.

b. Classroom observation data recorded by administration. c. Web analytics provided by the Technology Coordinator d. Participation tracking through Google Administrator. e. Yearly Survey data will provide student feedback regarding their experience utilizing the program

technology.

Robust Technical Infrastructure

IX. Three Year Plan for Infrastructure Acquisition and Process for Procurement and Distribution of the Goods and Services an LEA Intends to Use as Part of an LEA's Implementation of the Program

This section should address E-Rate Eligible items and services (http://www.uen.org/e-rate/). This section should address the timeline and steps to be taken to address infrastructure acquisition. This section should also address the use of both UETN existing services (http://www.uen.org/ueninfo/) and existing state contracts to support educational technology (http://purchasing.utah.gov/statecontractdirectory.html) and existing and future UETN contracts.

Our current infrastructure is a wireless network made up of 19 APs with a 600Mbps throughput and an additional 11 APs with 1225 Mbps throughput. The 19 APs were installed in 2015 with the other 11 being installed in 2016. We have met our goal by putting 1 access point in every classroom giving us the infrastructure necessary to allow us to have our students and teachers on devices at the same time accessing quality content with minimal latency. We have 5 Ubiquiti switches (10/100/1000) with a Meraki MX100 firewall. We are also connected to the UETN network and we have a 1Gb fiber connection.

A. Year One a. Technology Coordinator will assess current network usage and needs and report recommendations (if

any) to Technology committee and to the GFA board. b. The GFA Board will allot money from the grant in the tech related hardware budget c. GFA will use state approved vendors as well as get 3 competitive bids d. The best bid will be presented to the Board for approval e. Chromebooks will be purchased f. Technology coordinator will purchase charging cart for Chromebooks. g. Chromebooks will be barcoded by the Library Media Specialist h. All 30 Chromebooks will be assigned (checked out) to the 5th grade teacher i. Stipend will be paid to ten selected teachers to purchase individual qualified devices. (See IV.a.5)

B. Years two and three a. Technology Coordinator will assess current network usage and needs and report recommendations (if

any) to Technology committee and to the GFA board. b. Additional Chromebooks will be purchased and distributed to new classrooms.

C. GFA will use approved SIS to input and track site specific validate-able enrollment, both fulltime and part time, and NSLP income eligibility data to USBE as per E-Rate Eligible Items

D. To track our Chromebook inventory the Chromebooks will be barcoded and tracked by the Library Media Specialist through Textbook Tracker. Then Chromebooks will be checked out to the designated teacher. Technology coordinator will keep track of inventory for the next 5 years.

E. Erate funds will be used to purchase wireless access points capable of more than 1Gbps and have the wired network be increased and improved to minimize traffic on the wireless network.

X. Technical Support for Implementation and Maintenance of the Program

A. Technical support to be available so that business and instructional operations are minimally impacted. a. Extra Chromebooks will be on-site in the case a student’s Chromebook becomes disabled. b. On-site Technology coordinator will address support for hardware and internet access problems in real-

time. c. Other contracted services are available to address network problems that the technology coordinator is

not immediately able to address. GFA will contract with H-Wire for these services. B. In Year One the Technology committee will build a well-defined technical support procedure that includes the

use of tech tickets using Spiceworks. C. To track our Chromebook inventory the Chromebooks will be barcoded and tracked by the Library Media

Specialist through Textbook Tracker. Then Chromebooks will be checked out to the designated teacher. Technology coordinator will keep track of inventory for the next 5 years and continue to participate in statewide inventory surveys.

Data and Privacy

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

A. By Nov. 7th of 2016 the Technology coordinator will work with the LEA board policy sub-committee to create these policies:

a. GFA Security Policies b. GFA Security Audit Plan c. GFA Student Data Privacy Policies and Procedures d. GFA Remediation Plan of Identified Lapses e. Here is a link to the policy draft awaiting board approval

https://docs.google.com/document/d/1NjXXJi1bPrOeW6hkQT6T2aK_RDTf-mTpY_rvzukovtY/edit?usp=sharing

B. Approved policies will be communicated with all stakeholder groups in the following ways. a. Google-classroom (staff) b. GFA website (public) c. parent information nights (Parent University) d. media distributed to parents via the Parent Handbook.

C. Plan will include GFA 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.

D. Plan will include evidence that GFA leaders and the local school board have worked with a variety of stakeholder groups to create and adopt policy regarding the role of digital technology in a student-centered learning environment and have a systematic process in place to continuously advocate for this policy with relevant stakeholder groups.

E. Plan will also include a schedule for training stakeholders on the importance of keeping passwords and other personal information secure. We also participate in the netsmartz assembly in September for our entire student body.

a. Students will receive training during in class instruction the first two weeks of school. b. Parents and community members will be trained during our Parent Universities that are held

quarterly. c. Teachers and staff will be trained during our back to school PD. d. The board will be trained at the board meeting held in September of each year.

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

Budget

Part 3: Current FY17 Budget Applicant: Good Foundations Academy (8G)

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

$4000 $4000

D. (400) Purchased Property Service

$35000 $35000

E. (500) Other Purchased Service

F. (580) Travel

G. (600) $25000 25000

Supplies & Materials

H. (800) Other (Exclude Audit Costs)

I. TOTAL DIRECT COSTS (Lines A through H)

$64000 $64000

J. (800) Other (Audit Costs)

K. Indirect Cost

L. Property (includes equipment)

$30000 $30000

M. TOTAL (Lines I through L)

$94000 $94000

Part B. Budget for Grant Funding Year 1 – 3 Good Foundations Academy will use the grant money to supplement our Singapore Math program by providing more instructional tools to our teachers and students via technology related hardware. Digital manipulatives and individualized instructional programs will be provided by the LEA in conjunction with the purchase of the materials listed year by year below. Year 1: GFA will purchase Chromebooks at a one to one ratio for all students in the 5th grade mathematics class. Each Chromebook is $200 and the mathematics classroom will house 30 Chromebooks for a grand total of $6,000. The remaining $4,000 will be used for 10 staff members to be given a $400 stipend to spend on a device of their choosing. This device will be used to work with the student sets. Year 2: GFA will purchase Chromebooks at a one to one ratio for all of the students in the 6th grade mathematics class. 35 Chromebooks will be purchased at a rate of approximately $200 for a total of $7,000. The teacher will have already had a year of working on their own device and will be prepared to help students use the Chromebooks in the classroom. All funds will come out of acct #730 Technology Related Hardware. Year 3: GFA will purchase chrome books at a one to one ratio for all of the students in the 4th grade mathematics class. 35 Chromebooks will be purchased at a rate of approximately $200 for a total of $7,000. The teacher will have already had two years of working on their own device as well as collaborating with the 5th and 6th grade teams and will be prepared to help students use the Chromebooks in the classroom. All funds will come out of acct #730 Technology Related Hardware.

Good Foundations Academy plans to train staff on best practices for the use of the devices and will also collaborate with the technology committee to collect data on what practices are working and what practices need to be changed. Best software and application usage will be determined before the beginning of the 3rd year of implementation. GFA Board and administration agrees to budget funds to help supplement training costs and the grant will provide the hardware we need to be successful. All funds will come out of acct #730 Technology Related Hardware. Part C. Possible Increase in Funding (10% Increase Plan)

In the case that a 10% increase in funding is available, GFA will use that money to help supplement some of the network improvement costs that GFA will have to adjust with the increased supply of devices on our network system. Whether this be a firewall, more access points, or wire runs; GFA will make sure that the money helps with the infrastructure to keep the network going at a high rate of speed on a regular basis. All funds will come out of acct #730 Technology Related Hardware.

Part D. Projection for Future Support Costs GFA is planning on support costs that will come with the launch of our Digital Teaching and Learning Plan. There will need to be ongoing professional development for teachers who are participating in the grant by providing them with relevant material from UEN or other application used in the use of the tablets. GFA will plan to have money budgeted in the 300 section of their budget to sustain this professional development plan as directed by the school Academic Director.

GFA will also need to maintain network infrastructure and support services as needed to keep the devices working. The Technology Coordinator will be able to use budgeted funds in the 700s to purchase hardware for improvements in the network system. He will also have access to budgeted funds in the 300s for tech related services if they are needed.

GFA will have budget money for software as well as more Chromebooks as needed. We will also budget money for any furniture and fixtures needed to house the devices.

**DELETE WHEN DONE: 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.

Part E. Sustainability Within this grant GFA will only be providing with our upper grade students 4-6 in the area of mathematics with the Chromebooks. In the future GFA plans on taking it to the next level of putting devices (whatever seems appropriate after the 3 year period) for ELA and science in the upper grades as well. Another 3 year plan will be devised using LEA budget money to replicate what we accomplished in the area of mathematics. After the upper grade is fully implemented, the Technology committee will work toward building a 5 year plan for implementing the same program with the students in grades K-3. Throughout the entire process GFA will use Land

Trust funding, regular budget money, title funds, and seek out other grants as needed to support the program and GFA’s commitment to reach full implementation in our LEA.

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

D. (400) Purchased Property Service

E. (500) Other Purchased Service

F. (580) Travel

G. (600) Supplies & Materials

$9,209 $7171 $7171 $23,551

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)

$9,209 $7171 $7171 $23,551

M. TOTAL (Lines I through L)

$9,209 $7171 $7171 $23,551

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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