i.# readiness#assessment# · xx. math’vs.’zombies’grade’kg5’ xxi. mathmateer’ xxii....

Digital Teaching and Learning Grant Application

I. Readiness Assessment

We completed the Future Ready Assessment; it is an electronic attachment to this application (I.1).

Daggett School District achieved an Overall readiness score of 4.4 with a low of 3.0 in Use of Space and

Time and a high of 7.0 in Personalized Professional Learning.

II. Current Technology Resources Inventory

Part A: Hardware and software Inventories

The complete Utah School Technology Inventory is an electronic attachment to this application

(document IIA1).

“An articulation of the commitment to continue to engage in existing inventory

efforts.”

Every year, Daggett School District conducts an internal inventory of all technology assets. This

inventory is included in the annual business audit. Daggett School Districts affirms its intention

to participate in future external audits conducted by UETN or other State authorized entities.

Software in use at Daggett School District

1. Elementary schools a. Included with computers

i. Pages ii. Numbers iii. Keynote

b. Paid subscriptions i. Accelerated Reader ii. Mathseeds iii. Starfall iv. IXL Math, ELA v. Sumdog vi. iReady vii. MobyMax viii. MasteryConnect ix. ABCYa x. SuperTeacher.com xi. Essential Skills xii. Vocabulary Spelling City

c. Free software i. Prezi ii. Office365 iii. School Improvement Network iv. Illustrative Mathemematics v. KidZone vi. Typing.com vii. BigBrownBear viii. Dance Mat Typing ix. Prodigy x. Storyline xi. McGenius

xii. GoNoodle xiii. Scholastic

2. High school a. Included software

i. Pages/Numbers/Keynote b. Purchased or subscription software

i. Edgenuity ii. MS Office (Word/Excel/Powerpoint/Access iii. Office365 (Online email, plus online versions of MS Office) iv. GAFE––Google Apps for Education v. Google Classroom vi. LucidChart/LucidPress (locks in with GAFE) vii. Adobe Creative Suite: InDesign, Photoshop, Premier, Flash, Animator etc. viii. Reading Horizons ix. Noodle Tools (UEN Subscription) x. ESRI ArcGIS xi. SketchUp xii. Apple Remote Desktop

c. Free software i. Prezi ii. Google Earth/Google Maps iii. SketchUp iv. Browsers: Safari, Edge, Chrome, Firefox

3. Applications used on iPads a. Purchased (List includes “free” apps used to access paid subscriptions)

i. 1st/2nd Grade Quest ii. 3rd Grade Writing STAAR iii. Accelerated Reader iv. Adventure Basic School Math v. Alphabet Aquarium vi. Amazing Coin vii. Articulation Station viii. Articulation Screener ix. Bugs and Numbers x. Common Core Grade 1 xi. Common Core Grade 2 xii. Howie Hungry Monster xiii. iTooch 3rd Grade (Math, ELA, Science) xiv. iTrace Handwriting for Kids xv. IXL Math xvi. LetterSchool writing xvii. OSMO applications (Words, Tangram, Masterpiece, Newton) xviii. Math Bingo Bash xix. Math Ninja HD

xx. Math vs. Zombies Grade K-‐5 xxi. Mathmateer xxii. Meteor Math xxiii. OverDrive Books xxiv. QuickGraph+ xxv. Second Grade Learning Games xxvi. Sight Words Ninja xxvii. Sky Guide xxviii. Speech Racer xxix. Speech Therapy Center xxx. Speech Trainer 3D xxxi. Speech Tutor xxxii. Starfall xxxiii. Sumdog xxxiv. Super7 xxxv. TeachMe 2nd Grade xxxvi. TeachMe 3rd Grade xxxvii. VowelViz Pro

b. Free apps i. Khan Academy ii. Dragon Dictation iii. EPIC Books iv. Splash Math v. Google Earth vi. Google Maps vii. iMovie viii. NASA 3D ix. Phonic Genius x. Reading Rainbow Skybrary xi. Q-‐Cat xii. Science360 xiii. Shakespeare xiv. SkyOrb

Part B: Current Resources Integrated into the Digital Teaching and Learning Plan

All of the network backbone and hardware we currently have will be used in this project. We are

running on fiber within the district. The High School already has enough student devices to go one-‐to-‐

one. Even though we have enough devices, we currently have the computers in mobile labs and have

not yet given the computers to the students to take them home. Part of our plan will be a phased

approach—we will give the computers to the students so they can take it with them for the day while in

school. The second phase will allow the students to take the computer home.

As far as the software goes, every electronic tool we currently employ can be imbedded in Canvas.

Section 3: LEA Capacity and Goals

Statement of Purpose that Describes the Learning Objectives, Goals, Measurable Outcomes, and Metrics of Success an LEA Will Accomplish by Implementing the Program

A. Statement of Purpose: Creating Standards and Competency Based Outcomes in a Personalized Student-‐driven Learning Environment

District Mission and Digital Learning Vision

For as far back as teachers and administrators can remember, Daggett School District has had a

culture of high expectations and high student achievement. Parents, who now have their own

children attending Daggett schools, recognize and celebrate that the culture they grew up with

still exists. This plan will incorporate that set of existing values, utilizing current resources to

enhance and support digital learning, rather than divert, from this well-‐earned culture.

Our school culture is built upon a solid foundation, that of the District Mission. "The mission of

Daggett School District is to create a learning environment where every student masters the

skills and knowledge necessary for meaningful participation in a changing world."

The statement "in a changing world" has more meaning today than it ever has had before,

especially from when the district mission was first written. The Daggett School District Digital

Learning Vision expands on that very idea. We will continue to support the culture of education

within our district by improving classroom instruction, student and parent engagement, and the

teaching and learning processes. In that vision, we will move toward on-‐demand, 24/7 learning

and flipped classrooms in that students will be able to access general information and teacher

designed coursework anytime, anywhere.

Daggett School District believes in providing teachers learning management support structures,

collaboration systems, formative assessment systems, and instructional practices that are

research-‐based. We believe in providing student and parent access to quality digital

curriculum for every subject taught delivered from a quality Learning Management System

(LMS), namely Canvas. That content will be directly related to Utah Core Standards;

furthermore, ongoing access to proven software will be available. Our vision includes rubrics

defining competency for each of the standards and subjects taught. All components of a course

will be available to students and parents anytime, anywhere; the instructional content, the

learning activities, remediation and extension activities, and assignments.

Another part of our Digital Learning Vision emphasizes the need for diagnostic testing of

students prior to their taking a course of study. Since Daggett School District believes that

support in the Utah Core and systemic support for student engagement and classroom

innovation is required, all stakeholders involved should be able to determine what a student

knows and does not know. Time is a valuable resource and should not be wasted teaching

students what they already know; furthermore, courses should be customized around what a

student does not know. Digital tools and learning resources make it possible to innovate and

personalize a student’s learning experience either in the physical or the digital classroom.

Other aspects of the Daggett School District's Digital Teaching and Learning Vision include:

• Preparing students for college and careers including an emphasis on higher-‐order

problem solving across the curriculum.

• Broadening STEM career path options for students.

• Supporting 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.

Root Causes and Core Components

Through stakeholder input gathered and interpreted by the Future Ready Action Planning

Process and tool in step two of this application process, the data clearly identified three specific

elements of performance challenge under the Curriculum, Instruction, and Assessment gear.

They are 21st Century Skills/Deeper Learning, Personalized Learning, and Collaborative,

Relevant, and Applied Learning.

The first of these challenges are a result of the district not yet reviewing the 21st Century

Skills/Deeper learning competencies, selecting a set of skills that resonate with all stakeholders,

and then integrating those skills into all curricula. Support materials, information resources,

professional development, and pilot programs have not yet been developed. Daggett School

District lacks a system for providing consistent and quality instruction regarding 21st century

skills and digital citizenship. The grant will provide us with the financial resources to develop

grade-‐level specific courses that introduce 21st century skills and cover the nine components of

digital citizenship. We will build the college and career/workforce readiness of our students by

providing content through Canvas, utilizing a structured PK-‐12 scope and sequence.

The second of these performance challenges has to do with personalized learning. The idea of

personalized and digital learning in Daggett School District is new to our teachers and we

recognize the complexity and significance of the change management process that will be

required for success. Such a change will require a shift in teaching philosophy, technical

understanding, and a deeper skill level; however, we are committed to making these changes to

benefit students who may not fit the mold of a traditional setting, who still should have the

opportunity to a public education.

We are finding that more and more students are breaking away from the traditional classroom

setting for a number of different family and personal reasons. From a parent walking out,

forcing a student to step-‐up and take a more financial supporting role in their family, to an

accelerated student who is prepared for a school of higher learning earlier that his or her peers;

more students are looking for an "out of the box" alternative from the educational experience

had by their parents to earn their diploma. Through Canvas, students will be able to have

access to a quality curriculum with opportunities for remediation and/or enrichment. Such

thinking has brought us to where we are today; moving to cutting edge ideas, using

technologies to shake the way things used to be done, and teaching higher order thinking to

solve problems that do not yet exist.

We pledge, through the resources of this grant, to invest in trained personnel to support our

students in moving forward in our digital education efforts. To ensure that digital courses meet

the rigor expected by our teachers, courses need to be compiled by those who are familiar with

the Utah Core and best instructional practices. Our limited district staff utilizes each member of

the current administrative team by taking on several roles throughout the district. Adding the

responsibility of "District Technology and Learning Specialist" to their load would not solve any

problems. An identified immediate need of Daggett School District is the hiring of trained,

educational specialists to facilitate course creation. Since technology supports excellent

teaching, not supplants it, we believe the key to quality instruction is the teacher and that

teachers are the best-‐qualified people for creating courses; so, a small group of teachers within

the district will be selected to use the Canvas LMS system to facilitate this type of learning.

Daggett School District will provide support to those teachers using UETN instructors to provide

the high-‐quality training in the art of digital course creation necessary.

Working with students all day and preparing for the next day, teachers rarely have the time

during the school day necessary to complete the rigorous courses that will be used. These

courses will have to be developed on their own time or during the summer months. Upon

completion of creating a course, and after being reviewed against a detailed rubric to ensure

that courses are consistent and contain a certain complexities and high quality, teachers will

earn a stipend for the time spent creating their courses. Daggett School District would like to

set aside monies through this grant for the allocation of said stipends. Courses created by our

educators, made available on Canvas, will be an effective tool for those students who need that

alternative to face-‐to-‐face instruction, yet will still get the high-‐quality education that has

become a standard in our district. So much of what students do will be online and easily

accessible to them and their parents anytime, anywhere.

The last challenge Daggett School District faces is a structure to use existing opportunities to

develop collaborative, relevant, and applied learning. Professional learning experiences

provided through asynchronous delivery using Canvas to provide support for educators as they

develop these skills. As a result, students working in Canvas will be the beneficiaries from those

skills, developed by their teachers, as they participate in learning that is enriched through

collaborative, relevant, and applied learning experiences that will connect them with peers,

current information, and real-‐life experiences, making it possible to move all students to high

levels of learning powered by technology.

Goals

Long-‐term Outcomes:

Daggett School District has selected option A from the Utah’s Master Plan, and the HB 277

grant application. Our district’s projected outcome for student achievement is a 5% increase on

the SAGE using a baseline of the 2016 SAGE proficiency scores by the end of the third year of

our implementation of the program.

Daggett School District will further measure student college and career/workforce readiness

using grade 11 ACT scores. The district’s projected outcome is a 2% increase on the ACT using a

baseline of the 2016 ACT scores by the end of the third year of our implementation of the

program.

Intermediate Outcomes:

At the end of the 2017 school year, professional development structures will be in place and

training will have begun to assist teachers in how to use the digital resources to improve

student outcomes. The small group of teachers will have created and implement courses in

Canvas.

Student college and career/workforce readiness will be built through completion of a grade-‐

level digital citizenship courses provided through Canvas. This will be measured using a post-‐

test for each grade’s digital citizenship course. We believe a 1% increase in the number of

proficient students between the pre-‐test and post-‐test 2017 data.

Direct Outcomes:

Daggett School District will personalize learning utilizing Canvas in conjunction with targeted

training on personalization of learning. This will be measured using the Curriculum, Instruction,

and Assessment gear focusing on the Personalized Learning element of the Future Ready Tool.

Our projected outcome is to move from our 2016 baseline of 3.8 to 5.8 by the end of 2019.

Daggett School District will provide training on research-‐based, innovative pedagogies, and

curricula for digital learning, reviewing effectiveness research and innovative practices and

models for digital learning in the classroom. We will recognize and provide professional

development on the different technologies like social media, conferencing or collaboration

software, online professional learning communities, digital content resources, interactive

simulations, social networking, cloud-‐based digital libraries and expert directories, online

“collaboratories,” mobile learning devices, survey/polling applications and response systems, to

name a few. We will measure improvements through the Professional Personalized Learning

gear of the Future Ready tool, moving two points from 7.0 to 9.0 by the end of 2019.

Daggett School District will explore expectations for collaboration in the workplace by visiting

professional business leaders in the community and by studying business leaders that have

demonstrated success in our area. We will seek out examples of collaborative structures and

how they function in work settings by utilizing local resources to identify business leaders who

are innovating through changing processes and the type of work with which their employees

engage. We will find patterns between collaborative teaching methods and collaborative

structures in the workplace that may inform our district’s efforts. We will measure

improvements through the Collaborative, Relevant, and Applied Learning element of the

Curriculum, Instruction, and Assessment gear of the Future Ready tool, moving that element

two points from 3.0 to 5.0 by the end of 2019.

Daggett School District will perform a culture measure each year using the Future Ready

Curriculum, Instruction, and Assessments gear. We seek to increase our overall readiness

number at least two points from 3.8 to 5.8 in that gear by the end of 2019. The Digital Teaching

and Learning Committee will review results from the assessments yearly and adjustments to

any of the above mentioned goals will be made as needed.

Section IV. Implementation Process

We will provide implementation data to USBE on an annual basis.

Year 1

Activities Timeline Roles/Responsibility for this Event

Communication Plan

Initial announcement of the idea of personalized and digital learning project and an invitation to participate

August 2016 Northcott Faculty Meetings

Purchase Canvas License

Last week of September 2016

Durrant Work with UETN

Select a cohort of approximately 5 teachers to receive training on the use of canvas

First week of September 2016

UETN Email will be send inviting 5 teachers to training.

Engage Community: Announce to parents and students the intent and reasons of offering courses through Canvas

October/November 2016

Northcott Invitation to be sent home by students, texted to parents, and put on the district and school websites.

Meeting with students and parents will be in

small groups.

UETN Partnership/ Local Instructional Technology Specialist led workshops-‐ Canvas Workshops Courses -‐ How to use Canvas & Canvas for Online Learning (introductory series)

November 2016 Andrew from NUES and UETN trainers

Teachers

Email will be send inviting 5 teachers to training

Professional Development -‐ Flip Your Class with Canvas

January 2017 Andrew from NUES and UETN trainers

Teachers


Explore expectations for collaboration in the workplace by visiting professional business leaders in the community and by studying business leaders that have demonstrated success in our area.

February 2017 Digital Teaching and Learning Committee Members

Share with school counselor results of discussions with business leaders to give options to students on a one-‐on-‐one basis

Professional Development -‐ Best Practices using Canvas

March 2017 Andrew from NUES and UETN trainers

Teachers


Professional Development -‐ How to use Digital Resources to Improve Student Outcomes

May 2017 Andrew from NUES and UETN trainers

Teachers


Create Rubric for New Courses

By May 2017 Northcott and Committee to Get ideas from Juab

Rubrics disbursed to cohort of teachers upon completion

Collect digital culture survey data using the Future Ready Curriculum,

May 2017 Digital Teaching and Learning Committee Members

Communicate findings to parents through the district website

Instruction, and Assessments gear

Begin Building Courses for next year's use

May-‐June 2017 Teachers with help from Trainers

Cohort meeting

Year 2

Activities Timeline Roles/Responsibility for this Event Communication Plan

Continue Building courses

July-‐Aug 2017 Teachers with help from trainers

Follow-‐up cohort meeting

Create a structured PK-‐12 scope and sequence to develop grade-‐level, specific courses that introduce 21st century skills and cover the nine components of digital citizenship.

July-‐Aug 2017 Digital Teaching and Learning Committee Members

After the scope and sequence is created, it will be sent digitally to the cohort of teachers.

Invite more teacher participation

Late August 2017 Northcott Give report of project in Opening Institute. Invite other teachers to join in.

Professional Development for new teachers and additional for early adopters -‐ How to use Canvas & Canvas for Online Learning (introductory series)

August 2017 Andrew from NUES and UETN Trainers

Teachers

Email will be send inviting teachers to training

Implementation: Use courses built over the summer for instruction

August 2017-‐May 2018

Teachers and Students

Teachers will use Canvas to aide in the instruction process and provide 24/7 access

Professional Development for new teachers and additional for early adopters -‐ Flip Your Class with Canvas

October 2017 Andrew from NUES and UETN Trainers

Teachers


Professional Development for new teachers and additional for early adopters -‐ Best Practices using Canvas

January 2018 Andrew from NUES and UETN Trainers

Teachers


Professional Development for new teachers and additional for early adopters -‐ How to use Digital Resources to Improve Student Outcomes

March 2018 Andrew from NUES and UETN Trainers

Teachers


Student college and career/workforce readiness will be built through completion of a grade-‐level digital citizenship courses provided through Canvas.


Announce at staff meeting that courses are available to be transferred to grade-‐level teachers overseeing the instruction of College and Career/ Workforce Readiness

Collect digital culture survey data using the Future Ready Curriculum, Instruction, and Assessments gear



Create achievement baseline

May 2018 Teachers Analyze achievement data

Use survey tool to collect data regarding the patterns between collaborative



teaching methods and collaborative structures in the workplace

Build more courses May-‐June 2018 Teachers with help from trainers

Announcement at staff meeting

Year 3

Activities Timeline Roles/Responsibility for this Event Communication Plan

Continue Building courses

July—August 2018 Teachers with help from trainers

Paid summer job

Invite more participation

Late August 2018 Northcott Give report of project in Opening Institute

Professional Development for new teachers and additional for early adopters -‐ How to use Canvas & Canvas for Online Learning (introductory series)

Late August 2018 Andrew from NUES and UETN Trainers

Teachers


Implementation: Use built courses for instruction

August 2018—May 2019

Teachers and Students

Teachers will use Canvas to aide in the instruction process and provide 24/7 access

Professional Development for new teachers and additional for early adopters -‐ Flip Your Class with Canvas

October 2018 Andrew from NUES and UETN Trainers

Teachers


Professional Development for new teachers and

January 2019 Andrew from NUES and UETN Trainers


additional for early adopters -‐ Best Practices using Canvas

Teachers

Professional Development for new teachers and additional for early adopters -‐ How to use Digital Resources to Improve Student Outcomes

March 2019 Andrew from NUES and UETN Trainers

Teachers


Collect digital culture survey data using the Future Ready Curriculum, Instruction, and Assessments gear



Measure growth from baseline

May 2019 Teachers Analyze achievement data

Use survey tool to collect data regarding the patterns between collaborative teaching methods and collaborative structures in the workplace



Build more courses May-‐June 2019 Teachers with help from trainers

Paid summer job

Section 5: Digital Curriculum -‐ Instructional Tools

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

Outcomes and analysis of activities reported via Learn Platform will be shared across Daggett

School District and will inform changes in multiple areas:

Area Potential Impacts

EdTech Tool Adoption and Utilization

Analyzing utilization in and across schools to know how, how much, and 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

As part of Daggett School District’s Digital Teaching and Learning plan, our school

administrators will ensure fidelity with existing software programs as well as addition programs

that are purchased to maximize learning. The district currently utilizes the following high

quality digital instructional materials:

Description of High Quality Instructional Materials

3 Year Plan of Fidelity

Utah Compose: Utah Compose is designed to function as the teacher’s partner so that students can practice their writing skills and grow into proficient writers. The features outlined below work in conjunction with teachers to provide students with unlimited opportunities to submit essays, receive feedback, and revise and edit drafts.

Year 1 (2016-‐17): Elementary school students in grades 3-‐6 are expected to complete no less than 2 essays per quarter using Utah Compose in preparation SAGE Writing Assessment. Administrators run a comprehensive report on a monthly basis checking for usage fidelity.

Year 2 (2017-‐18): Elementary school students in grades 3-‐6 will continue to complete no less than 2 essays per quarter using Utah Compose in preparation SAGE

Writing Assessment. Administrators run a comprehensive report on a monthly basis checking for usage fidelity.

Year 3 (2018-‐19): Elementary school students in grades 3-‐6 will continue to complete no less than 2 essays per quarter using Utah Compose in preparation SAGE Writing Assessment. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

i-‐Ready Math and Reading: Built for the Common Core, i-‐Ready combines a valid and reliable growth measure and individualized instruction in a single online product that saves teachers time at a fraction of the cost of similar products. A single K–12 adaptive Diagnostic for reading and mathematics that pinpoints student needs down to the sub-‐skill level, and ongoing progress monitoring shows whether students are on track to achieve end-‐of-‐year targets. Provides rigorous, on-‐grade-‐level instruction and practice with Ready® and additional downloadable lessons to help meet individual student or small group needs. Provides personalized student instruction targeted to students’ unique areas of needs and mobile apps to boost achievement. Easy-‐to-‐use reporting and ongoing progress monitoring provide educators with real-‐time insights for each student at the class, school, and district level. I-‐Ready also provides solutions for a core curriculum, remediation, special education, Response to Intervention (RTI), supplemental instruction, and gifted education.

Year 1 (2016-‐17): Elementary school students grades 5-‐6 are expected to complete up to 45 minutes per week in the area of math and also in the area of language. Currently students fulfill this requirement as part of their required homework assignment. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Year 2 (2017-‐18): Elementary school students grade 5-‐6 will continue to be expected to complete up to 45 minutes per week assignment. In addition, grades 2-‐4 will be added to that expectation. Administrators will run a comprehensive report on a monthly basis for usage fidelity.

Year 3 (2018-‐19): Elementary school students grades 2-‐6 will continue to be expected to complete up to 45 minutes per week. This year 1st grade will be added to the expectation. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Canvas: Students taking courses through Canvas are required to complete assigned work and check grades through this online Learning Management System. They are expected to check their grades daily and need devices in order to do this. Canvas strengthens the home-‐

Year 1 (2016-‐17): The 2016-‐17 school year will be the pilot year for Canvas for Daggett School District teachers and students. Our goal is for teachers to utilize the Canvas system as a communication tool, academic tool, and a teacher website. Online accessibility facilitates parent access to

school connection. student progress. Over the summer, teachers will create and upload lessons and assignments that can be used from year to year. Canvas will be used as a collaborative tool across the school district and the Canvas Community. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Year 2 (2017-‐18): Teachers and students will continue to utilize the Canvas LMS as stated in year one. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Year 3 (2018-‐19): Teachers and students will continue to utilize the Canvas LMS as stated in year one. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Waterford Early Learning Software: Community needs high-‐quality, affordable program to reach and prepare children before they enter kindergarten. State of Utah funds UPSTART program and children enroll in UPSTART the year before they enter kindergarten at no cost to families. Computer and internet are provided to qualifying homes without them. Lessons focus on reading, with additional math and science activities. Children graduate UPSTART, on average, at kindergarten-‐advanced level. More children enter school kindergarten-‐ready, which saves long-‐term intervention costs and involves families in their child’s education.

Year 1 (2016-‐17): Parents of prekindergarten students are recommended they participate in this program. Students are expected to complete 15 minutes a day, 5 days a week at home. UPSTART partners with families to monitor student progress and provide support and instruction. Administrators can also run a comprehensive report on a monthly basis checking for usage fidelity.

Year 2 (2017-‐18): Parents of prekindergarten students are going to be highly encouraged to participate in this program. Students are expected to complete 15 minutes a day, 5 days a week at home. UPSTART partners with families to monitor student progress and provide support and instruction. Administrators can also run a comprehensive report on a monthly basis checking for usage fidelity.

Year 3 (2018-‐19): Parents of prekindergarten students are going to be required to participate in this program. Students are expected to complete 15 minutes a day, 5

days a week at home. UPSTART partners with families to monitor student progress and provide support and instruction. Administrators can also run a comprehensive report on a monthly basis checking for usage fidelity.

Edivate: Edivate, is an on-‐demand professional learning resource that creates a highly personalized learning experience for all Daggett School District teachers, helping teachers continually improve their practice and, in turn, raise student achievement. There are thousands of the very best PD videos and resources to help create a personalized learning experience tailored to the unique needs of our teachers. Edivate also has simple management tools to help administrators create individual and system-‐wide professional learning plans to help support teacher growth.

Year 1 (2016-‐17): Teachers will access professional learning support via Edivate a minimum of 20 minutes per month. At the end of the last school year, Professional Development pre-‐self assessments were issued to all teachers to determine the way teachers think and feel about their past experiences with professional development. Subsequently in the last month of the school year, a post self assessment will be distributed and collected to gather data about whether Edivate improved their overall experience.

Year 2 (2017-‐18): Teachers will continue to access professional learning support via Edivate for a minimum of 20 minutes per month. 15% of Daggett School District teachers will contribute to a learning community via videos uploaded to Edivate. Teachers will collaborate with other educators via Edivate's collaboration resources. Teachers will use standards based resources including, but not limited to, downloadable lessons provided through Edivate and will use the 360 Framework to enhance student learning by creating visible learning targets, a culture of learning, administer formative assessments, empower students with self-‐assessments, and use powerful learning strategies. A process is created to schedule, track, and oversee the goals and objectives that have been created. Administrators will evaluate teachers yearly and make meaningful observations that encourage and track teacher growth. Administrators will customize the process to

create a workflow that fits their schedule. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Year 3 (2018-‐19): Teachers will continue to access professional learning support via Edivate for a minimum of 20 minutes per month. 20% of Daggett School District teachers will contribute to the learning community via videos uploaded to Edivate. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

IXL: Discover student strengths and weaknesses in a whole new way! Every time students practice, IXL Analytics keeps you in the loop about their progress. Real-‐time, relevant data solves the mystery of how students are doing and empowers you to take action to help them. IXL transforms your students' practice data into straightforward insights that help you focus on what's important. Just a few clicks will reveal your students' growth, trouble spots, and even their readiness for standardized testing. We know you're short on time—that's why IXL's reports give you the practical details that enable you to choose the best teaching strategies. With IXL Analytics, you can discover exactly what your students' need and address their problems more effectively.

Year 1 (2016-‐17): Elementary school students complete up to 20 minutes per week in the area of math. Currently students fulfill this requirement as part of their classroom centers. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Year 2 (2017-‐18): Elementary school students complete up to 20 minutes per week in the area of math. Students will fulfill this requirement as part of their classroom centers. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

Year 3 (2018-‐19): Elementary school students complete up to 20 minutes per week in the area of math. Students will fulfill this requirement as part of their classroom centers. Administrators will run a comprehensive report on a monthly basis checking for usage fidelity.

DIBELS (State Required Assessment): Teachers use iPads to test students in the mClass format to determine each child’s development in grade-‐appropriate foundational reading skills. Teachers access this data to focus their instruction around a student's specific needs in

Year 1 (2016-‐17): Elementary students K-‐3rd grade have been assessed prior to this year. This year, students K-‐5th grade will be assessed three times a year. Data will be input for grades K-‐3 and the State will generate a report three times a year. Data will be used by classroom teachers to inform

areas that may include: Hearing and using sounds in spoken words (Phonemic Awareness), Knowing sounds of letters, sounding out written words (Alphabetic Principle), Reading words in stories easily, quickly, and correctly (Accuracy and Fluency) and understanding what they read (Reading Comprehension).

instruction.

Year 2 (2017-‐18): Elementary students K-‐6th grade will be assessed three times a year. Data will be input for grades K-‐3 and the State will generate a report three times a year. Data will be used by classroom teachers to inform instruction.

Year 3 (2018-‐19): Elementary students K-‐6th grade will be assessed three times a year. Data will be input for grades K-‐3 and the State will generate a report three times a year. Data will be used by classroom teachers to inform instruction.

Accelerated Reader: Accelerated Reader has three functions: Assessment of a student's reading level, suggesting titles of books at that level and, assessing whether a student has completed reading a book. The STAR test is one component of the program. It is a computer adaptive test designed to identify a student's grade-‐equivalent reading level and instructional reading level. Accelerated Reader (AR) quizzes are available on fiction and non-‐fiction books, textbooks, supplemental materials, and magazines. Most are in the form of reading practice quizzes, although some are curriculum-‐based with multiple subjects. Many of the company's quizzes are available in an optional recorded voice format for primary-‐level books, in which the quiz questions and answers are read to the student taking the quiz. These quizzes are designed to help emerging English readers take the quizzes without additional assistance. Reports are generated on demand to help students, teachers, and parents monitor student progress. Reports are available regarding student reading, comprehension, amount of reading, diagnostic information, and other variables. A number of studies have been conducted regarding the effectiveness of using

Year 1 (2016-‐17): Elementary students K-‐6th grade are assessed three times per year. Data is used to level students and assist them in selecting books at their instructional reading level. Students are rewarded for their reading accomplishments. Administrators run a comprehensive report on a monthly basis checking for usage fidelity.

Year 2 (2017-‐18): Elementary students K-‐6th grade will continue to be assessed three times per year. Data is used to level students and assisting them in selecting books at their instructional reading level and then reward students for reading accomplishments. Administrators run a comprehensive report on a monthly basis checking for usage fidelity.

Year 3 (2018-‐19): Elementary students K-‐6th grade will continue to be assessed three times per year. Data is used to level students and assisting them in selecting books at their instructional reading level and then reward students for reading accomplishments. Administrators run a comprehensive report on a monthly basis checking for usage fidelity.

Accelerated Reader in the classroom. The following two studies were reviewed by the What Works Clearinghouse and were found to meet their high standards for research.

Software used throughout Daggett School District has come directly from ongoing programs. In

many cases sustainability of this software is in not question because the district has available

funds through Trustland monies to continue the programs beyond the initial purchase. Our

focus for the acquisition of new programs and content will come from Open Educational

Resources (OER) made available through the state and other educational OER developers.

Using Canvas will allow our teachers to develop an organized and systematic grade level pool of

teacher-‐developed content that can be accessed by all teachers within the district. Using the

Canvas platform will allow teachers not only to develop content, but also to create digital

lessons and unit plans linked to specific standards that can be shared throughout the district.

Canvas also provides solutions for a core curriculum, remediation, Special Education, Response

to Intervention (RTI), supplemental instruction, and gifted education.

Section 6: Student Engagement in Personalized Learning

At present, most of the coursework offered at the high school is face-‐to-‐face instruction with a teacher.

For the last 10 years, we have offered digital coursework called Edgenuity. Originally, this digital

coursework was used for remediation. Since that small beginning, the uses have increased to include

medically homebound, safe school violations, accelerated students, adult education, students with

schedule problems, students who live too far away and do not attend regularly, direct instruction for

planned teacher absences, flipped classrooms, students with teacher conflicts, summer school, anytime

learning, etc. We will continue to expand the usage of this coursework. Via Edgenuity, we have the

ability to offer a complete high school diploma.

As good as this digitized coursework is, instruction from a teacher who knows the student is better.

Recognizing that education is enhanced by meaningful relationships with caring teachers, we seek to

increase the number of courses a teacher can offer and increase the access students have to the content

of teacher created coursework. At the beginning of this project, only the students who take courses

from the four early adopters will have access to Canvas delivered coursework. Over time, the number of

teachers involved and the number of course available will grow. Ultimately all students will have access

to Canvas delivered courses anytime, anywhere.

We already have one-‐to one devices. Over a three year period, we intend to move to allowing the

students to take home the computer assigned to them.

We already teach digital citizenship both from a safety point of view-‐-‐anti-‐digital bullying, information

protection, etc., from an ethical point of view—plagiarism, and from a content point of view—research,

reliable sources, etc. We will continue with all that we already do and firmly insist on increasing levels

of digital citizenship.

We intend on increasing the level of collaboration by implementing Microsoft Office 365.

Students will have consistent opportunities to use digital tools with which to

select personalized learning paths.

For example, through Edgenuity, students have the opportunity to use digital curriculum that performs

a diagnostic of learning needs. The Diagnostic test identifies what students already know about the

course of study at hand. The computer designs a curriculum based on what the student does not know.

In this way each student individualizes each course of study. Another example of individualized learning

pathways is Canvas. Students will have electronic access to the materials a teacher uses for instruction.

When a student misses school, the student still has access to the lesson materials. When the student

has academic weaknesses or gaps in understanding, the LMS will deliver remedial content specific to the

needs of that student. Both of these tools enhance access to curriculum from anywhere at anytime. We

intend on extending that access so students can complete coursework from any location anytime of the

year.

All of the increase in access and personalization is intended to enhance engagement and provide more

personalized remediation. This increased engagement will contribute to higher SAGE and ACT scores.

Section 7: Personalized Professional Learning

Currently, Daggett School District assigns school administrators to schedule professional

learning specific to the needs of each school and their teachers. Schedules are created year-‐

by-‐year to fit teacher schedules and accommodate professional instructor's time constraints.

Daggett School District offers what few other districts in the state are able, that of a four-‐day

school week. That schedule allows us to schedule most professional learning opportunities on

Fridays, which does not interfere with the student schedule or student learning. This current

school year provides opportunities for teachers to be trained in digital and personalized

learning.

Daggett School District utilizes Edivate. It is our goal to have all teachers access professional

learning support via Edivate for a minimum of 20 minutes per month. At the end of the last

school year, Professional Development self-‐assessments were issued to all teachers to

determine the way they think and feel about their past experiences with professional

development. Subsequently, in the last month of the school year, another self-‐assessment will

be distributed and collected to gather data about whether Edivate improved their overall

experience.

We continually connect with NUES and UETN to have them facilitate various professional

learning events. Furthermore, we will continue to participate in the professional learning and

implementation support offered by USBE and UETN. Most recently, UETN was utilized to

provide training to our teachers in preparation to our moving to Canvas. Among other

professional learning events, future trainings through UETN will include content-‐specific

strategies for integrating digital technology into the curriculum so that student college and

career/workforce readiness can be built through completion of a grade-‐level digital citizenship

courses provided through Canvas built by our teachers, a subject area listed in the goals and

objectives page.

We will also look to UETN to provide training on research-‐based, innovative pedagogies, and

curricula for digital learning, reviewing effectiveness research and innovative practices and

models for digital learning in the classroom. Further, they will provide professional

development on the different technologies like social media, conferencing or collaboration

software, online professional learning communities, digital content resources, interactive

simulations, social networking, cloud-‐based digital libraries and expert directories, to name a

few, also addressed in our goals and objectives.

As part of our current software provider in use, i-‐Ready has provided and will continue to

provide professional learning opportunities for the staff. This training focused on how to best

plan curricular activities using the i-‐Ready program. Edivate representatives have been to

Daggett School District several times to train administrators on the most effective use of their

program in creating student-‐learning activities. Professional Instructors from the Waterford

Early Learning Software Company have worked with parents and teachers on several occasions

to discuss the best practices for using the software. Accelerated Reader agents trained our

staff on the software fits into our curriculum. These are just small examples of how our plan

focuses on curriculum planning and student-‐learning activities that are integrated with digital

technology tools and resources.

Teachers who have become specialists in the individual programs that we use at our schools

have been identified as trainers to new staff at our school. They also will provide periotic

coaching and mentoring. A small part of the monthly staff meeting will be used to discuss best

practices of software and program use in classrooms. This frequency will ensure successful

implementation occurs.

Section VIII. Measurement of teacher and student usage

1. Baseline Data

We already have a process whereby we collect and analyze SAGE, ACT, DIBELS, and i-‐Ready data. We

will continue that process using 2015-‐2016 data as our baseline.

We will also count the number and compute percentages with regards to the digital and face-‐to-‐face

curriculum already in use. We will further analyze the reasons why students use the current digital

curriculum. This information also serves as a baseline for the implementation of Canvas. Ultimately, we

want all courses taught in the high school to be managed via Canvas.

2. Continuous Improvement Plan

In order to review progress and make needed changes, our six member Digital Learning Committee will

meet quarterly to review implementation of our plan, review data, and make suggestions for change

and improvement. The recommendations of the committee will be reported to the Board of Education

for their consideration as the Board creates its annual budget and prepares its annual District report

card.

3. Strategies for Continuous Improvement

In terms of the implementation of Canvas, we are starting small with only 4 teachers in the first

implementation group. They will be trained and serve as trainers for their peers who will be in a second

and third wave of implementation. As this process unfolds, the committee will be able to review the

plan and make changes in the implementation plan. As the committee reviews achievement data, they

will be able to monitor trend lines to see if the plan is having he intended effect.

4. Data Points

The committee will review the following data points: DIBELS, SAGE, ACT, and i-‐Ready; usage patterns of

Edgenuity; Concurrent Enrollment, CTE Skills tests, CTE Concentrators, CTE Pathway completers; number

of courses converted to Canvas delivery, usage patterns; perception data from students, parents and

teachers; and other data points as this project unfolds.

Section IX: Three year plan for infrastructure acquisition

1. “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.”

a. Our bandwidth is provided by UEN. We currently have 180 mb/s internet

bandwidth. UEN has signed a contract with STRATA to bring a fiber cable into

Daggett County, which will increase our bandwidth, at least initially, to one

gigabit/sec. Our network bandwidth is currently 10 gb/s across the backbone;

some switch-‐to-‐switch connections are 40 gb/s. This is completely sufficient to

support a one gigabit connection to the internet and to support necessary high

speed connections to our in-‐house servers.

b. Six new Juniper layer-‐3 switches were installed in the summer of 2016. Switches

are interconnected at 40 gb/s or 10 gb/s speeds. Our re-‐wiring was undertaken

to reduce the number of switch locations. This was done to enhance security,

reduce wiring plant complexity and to reduce the amount of administrative

overhead required for maintenance and upgrades, as well as to prepare us for

the implementation of a new fiber optic circuit from the Uintah Basin which has

been provisioned by UEN. All wireless access points are connected to gigabit

ports with the exception of Flaming Gorge Elementary. With only 25 students

and about 50 mb/s of available bandwidth, a gigabit port is not needed at that

location.

2. “Plan must include site specific validate-‐able enrollment, both full time and part time

and NSLP income eligibility data to USBE as per E-‐Rate eligible items.”

No E-‐Rate funds were sought in the current fiscal year. E-‐Rate required forms are

submitted, including CIPA/COPPA compliance assurances, which are sent to UEN

on an annual basis. NLSP data and eligibility forms are automatically uploaded to

USBE on a daily basis.

3. “Plan acknowledge inventory tracking requirements for at least five years.”

a. Daggett SD maintains an accurate inventory of reportable purchased equipment.

The annual inventory inspection and update are performed by the technology

director and business manager.

b. While Daggett SD does not intend to purchase accountable equipment with the

Grant funds, it is committed to maintaining an accurate inventory of all

technology equipment. We use an indelible tracking tag on all reportable

equipment, and a similar tag on items of lesser value to indicate district

ownership. All inventory will be tracked for required five year period.

4. “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.”

We already meet this requirement. We have for several years been a point of 1:1

or better in Manila High School and Flaming Gorge Elementary, and nearly 1:1 in

Manila Elementary School. Anticipated computer purchases over the lifespan of

this grant will not significantly increase the number of computers on our

network. Any increase of up to 25% can be handled with our existing wireless

infrastructure. Ten new classroom-‐level access points were installed in the

summer of 2016; obsolete hardware was retired, and access points with broad

reach were relocated to best serve our common areas. Currently, all of our

access points are two years old or newer. We will install additional access points

in the practice gym area, which currently does not have wireless (or wired)

capability.

Section X: Technical support for Implementation and Maintenance of

the Program

1. “Plan must address scale-‐up of technical support to be available so that business and

instructional operations are minimally impacted.”

a. To date, our scale-‐up has been achieved by improved efficiency. At one time, we

housed 15 servers in our server farm. This has been reduced to about nine at

present.

b. NUES has provided an increasing amount of support for Daggett SD. NUES has a

full-‐time network engineer, who spends 1-‐5 days per month in the District; NUES

also has an edtech trainer who spends a minimum of one day per month in

training activities. He is also an experienced network cabling installer who has

assisted with several cabling upgrade projects. He is a Canvas trainer; he

provided our initial Canvas training in cooperation with a UEN trainer. He will

provide ongoing end-‐user support of our Canvas implementation.

c. Since our district holds school on a four-‐day schedule, student and staff

computers are generally available for maintenance and upgrades on Fridays. The

technology director works a 9:00 a.m. to 6:00 p.m. schedule to allow a window

of time each day for critical maintenance to be performed. (School ends at 3:20

p.m. M-‐Th.)

d. Technology directors in the NUES region meet monthly to discuss common

problems and share information and ideas. This often results in more efficient

operations for each district.

e. The technology director (as well as the NUES director and network engineer) is a

Certified Educational Technology Leader (CETL) through CoSN. This means that

each has demonstrated knowledge of management, security, networking and

educational principles at the school and district level.

f. As noted in Section IX, our infrastructure is being constantly updated and

simplified to create a more easily managed system.

g. If additional personnel become necessary, Daggett SD will hire as needed.

2. “Plan must address the presence or building of a well-‐defined technical support

procedure.”

With about 35 employee users and 205 student users, technical support is

immediate and personal. We do not have a formal system (e.g. SchoolDude), as

we feel that the cost would exceed the benefits. Emergency requests are

submitted to the tech director by phone or text. Less critical needs are submitted

via email, or occasionally via a maintenance request form. Most problems are

resolved within an hour or two. Repairs to Apple iPads, laptops or iMacs are

performed by outside contractors. The regional network engineer is on call at all

times to lend a hand with difficult problems or those requiring more hands.

3. “Plan must include process to inventory and track portable and fixed technology assets,

and LEA continues to participate in statewide inventory surveys.”

a. Daggett SD has participated in all inventory surveys as requested––for many

years––and agrees to continue to do so.

b. Daggett SD uses a manual asset tag system, which is maintained in a database

accessed by the technology director and the business administrator.

4. “Plan must provide process and measures of the classroom teacher technical support

burden and provide measures that reduce the teacher technical support burden.”

a. Our Grant application states that we intend to pay stipends to teachers to

develop their classes on Canvas/Instructure on non-‐contract time. This will

change, but not necessarily increase, the teacher tech support burden. In the

short term, it will increase, but over time, successful implementation should

decrease the burden. There will be an ongoing tech support need due to teacher

turnover, but that usually is no more than one or two teachers per year in this

small district.

b. Teacher tech support has been enhanced by our migration to a single computer

platform (MacOS) for both students and teachers. We have a single computer

lab with computers which can dual-‐boot to either MacOS or Windows. Increasing

use of web resources and cloud-‐based services obviates the need for student use

of specific OS platforms. Most of our software is either platform universal

(available for both Windows and MacOS) or platform agnostic. We avoid

software with outdated requirements such as Flash or Java, demanding of our

vendors that they support HTML5 and modern browsers. We use Apple Remote

Desktop and Microsoft Remote Desktop to manage computers and assist end-‐

users. We use Lightspeed Mobile Device Management to manage our iPad

investment and for the installation of software. We use a simplified set of

computer images for installation––one for faculty/staff, one for secondary

students, and a simplified image for elementary students.

c. Tech support complaints, if any, are channeled through building principals.

Section XI: Proposed security policies, including Security Audits, Student

data privacy, and remediation of identified lapses. Budget and resources.

1. Policies

District policy EEB Attached

2. AUP

Students and staff re-‐sign AUP agreements annually. These are LEA Board-‐adopted and

have gone through the required advertisement processes. Notification to parents takes

place at student registration, parent-‐teacher conferences, evening NetSafe

presentations, and board meetings. We meet with students on the first day of school

each year to review policies and expectations.

Policy EEB Exhibits 1-‐4 Attached

3. Stake Holders

Stakeholder involvement: the board meets at least annually for uptake of employee

concerns. Technology purchase and integration are always on the agendas of our

school-‐community councils.

4. Security Audits:

Internal Audit: Physical security

a. Access to the district physical infrastructure is restricted. There are three primary

technology infrastructure locations:

i. Technology office and server room in the Manila Elementary basement. This area

is behind two locked doors. Access is restricted to four employees with district

grand master keys; in practice only the technology director accesses this area.

Power-‐backed with a 15Kw generator. However, all employees of the school have

access to the basement.

ii. “Crow’s nest” in Manila High School. This is a second-‐floor (Mezzanine) room

which is the location of the district core router/switch as well as UEN head end

equipment (microwave radios, routers, etc. Behind a single locked door. We need

to upgrade the security of this location. Backed with UPS power only. UEN

equipment is separately backed with an array of battery power. There is no backup

generator; we will address this need with district capital funds.

iii. Tech closet at Flaming Gorge Elementary in Dutch John, UT. This is behind a single

locked door in the building’s library. It houses a single layer-‐3 switch, as well as

two servers. UEN microwave radio equipment is racked here. This room is UPS

backed, but there is no generator. No sensitive data are in this location, but it

could provide a physical-‐access breach location.

iv. Additionally, there is a series of mountain-‐top microwave radio sites via which our

internet connectivity is established. These comprise the microwave path from

Vernal to Manila & Dutch John. The Dutch John Ridge and Grizzly Ridge locations

are monitored with security cameras, but intrusion would not be difficult. About a

year ago, there was a break-‐in attempt at the Dutch John Ridge site, resulting in

damage to the door and lockset. These were repaired, but the hardening of the

building is desirable. UEN has now installed inside and outside security cameras at

this location as well as on Grizzly Ridge. Over time, as UEN is able to bring up fiber

optic circuits, these radio sites will be less critical.

b. We have reduced the number of switch locations. Most switches are now located in locked areas

or in relatively inaccessible above-‐ceiling locations.

i. Aside from those mentioned above, there are switches in the high school

office, FACS classroom, business ed lab, and AgEd classroom. The AgEd and

FACS switches will be eliminated by the summer of 2017 in favor of the

central switches in the “crows nest.”

ii. There are three switches in the server room. One of these serves the

Manila Elementary classrooms.

iii. There is one switch in a locked closet in the Manila Elementary principal’s

office.

iv. There is one switch in the district office building, located in the

maintenance office.

c. The server room should be secured with a secondary lock requiring a keycode. The

crows nest door needs a locking entry set (it currently does not lock; the only security is

the locked door to the janitorial closet).

d. The crows nest and the Flaming Gorge location both need to be backed with generator

power to maintain critical systems and student access. Both the high school and Flaming

Gorge school are civil defense shelter locations for their respective locations.

Internal Audit: System security

a. Firewall: The district is protected by a FortiGate 240D firewall appliance. Firewall

configuration is managed with the active assistance of Mark Houtz, NUES network

engineer.

b. The district employs a “wildcard” SSL certificate from DigiCert. All critical systems

(servers, appliances––filters and firewalls––,and core switches) have this certificate

installed and use SSL protocols.

c. One of our critical systems (Alio––used for district financial record-‐keeping) is

housed at NUES. NUES provides security for this; connection is restricted to

necessary users and is not available outside the UEN IP address space.

d. District servers (Active Directory, Open Directory etc.) are not outward facing.

i. We have LDAP connections to a few outside service providers including

OverDrive (online books) and Canvas/Instructure LMS. These connections

provide access to basic login information only to facilitate single sign-‐on

(SSO). No data beyond Active Directory username and password is

synchronized with these providers; all are bound under FERPA-‐level

agreements.

ii. Student and employee access to personal files uses Office365 and G-‐Suite

(formerly known as Google Apps for Education). These are both

synchronized via LDAP. The sync is one-‐way; changes on the O365 or G

Suite is restricted to the district technology director and do not

propogate back to Active Directory.

e. Email is hosted by Microsoft (Office365) and Google (G-‐Suite). We no longer host

any email service within the district. We no longer allow POP3 mail transport. The

only outward-‐facing web servers are a Windows 2012 server (IIS) for the Aspire SIS

system and a Windows server for our weather system; neither are connected to

Active Directory to avoid unnecessary exposure to compromise. The primary district

web space is hosted by IES/Cyberschool. While many devices (e.g. printers, switches,

WiFi access points) have integrated web servers, access to these is IP-‐ and port-‐

blocked at the firewall.

f. User home folders are housed on a Dell Windows 2012 server.

g. Password management: Secure passwords are required of all users. User passwords

are 9-‐11 character using upper-‐ and lower-‐case alphabetics, numeric and special

symbols. Passwords are changed at an interval selected by the technology director.

h. The Aspire SIS system is housed on a split system. There is an MS SQL server which is

housed in the secure server room. Login access is restricted to the district

technology director and a narrow range of IPs at USBE per their requirements for

ASPIRE. The ASPIRE binaries (Fox Pro database shell commands) are housed on a

Synology storage server; access is limited to about five users on a demonstrated-‐

need basis. The ASPIRE web server is outward facing, requires SSL, and is port-‐

protected by the Fortinet firewall.

i. We use Sophos antivirus protection which is centrally managed. This has been

effective in the past, but as we have migrated to the Mac OS platform, it is less

useful. The Sophos Management engine has been difficult to maintain in an

operational state; we have experienced problems getting the system to update

properly. We are exploring the implementation of anti-‐ransomware protection. Our

Fortigate firewall offers some anti-‐virus properties, but has insufficient granularity to

its implementation.

j. We filter internet access with a Lightspeed Rocket appliance. This has been quite

satisfactory, but like all filters, it is not 100% effective. It is capable of SSL inspection,

at the sacrifice of speed. It offers a significant degree of granularity in its filtering

processes. Like every current filtering system, its effectiveness will be reduced as SSL

packet inspection becomes impossible. Web browser providers are implementing

end-‐to-‐end inscription to eliminate “man in the middle attacks” but this renders SSL

decryption moot.

k. Access: Students computers, both wired and wireless, are joined to a VLAN

determined by their building location. Employees are joined to a separate VLAN

irrespective of their location. A guest WiFi network is turned on and off according to

need; it is not left open due to bandwidth constraints and filtering requirements.

Security cameras occupy a separate VLAN, as does our phone system.

External Audit

We will engage UEN to conduct a security audit in 2017 or early 2018. As the lead time

for this is one-‐two years, we will engage with others within the NUES community to

assist with self-‐audits. The district technology director has initiated this discussion with

the NUES technology group. At the SaintCON recently concluded, SEDC presented their

system for technology self-‐audits.

5. Mitigation of security lapses

Daggett SD participates in a network security insurance pool through NUES; insurance is

provided by AON. This covers systems within the District, as well as data and servers

housed at NUES which host sensitive District data, including payroll information. The

cost of insurance, as well as any costs incurred due to a breach (deductibles) is borne by

the District. NO server within Daggett SD contains any data which includes Social

Security numbers of either students, employees or patrons. All such data were purged

many years ago in the interest of data security.

Outstanding needs:

We need to implement an intrusion-‐detection system and active network monitoring.

6. User safety, awareness and training

a. We have used the NetSafe Utah program for several years to provide internet safety

awareness to students, faculty and parents. Annual instruction is provided. Staff

awareness of internet safety and internet “hazards” is quite low. Student and staff

recognition of malware characteristics, phishing attempts, ransomware and spam is

low.

b. Mitigation/remediation: the EdTech director will actively engage with staff and

students to increase awareness. The EdTech director, NUES engineer, and NUES tech

trainer will create Canvas course(s) for staff and students, and will provide in-‐person

professional development training on recognition, avoidance, consequences and

mitigation of internet safety and security breaches. We will seek alternatives to

NetSafe to teach students, staff and parents about digital citizenship, internet safety

and etiquette. The EdTech director will meet with key personnel (business manager,

administrators and data custodians) to reinforce steps to prevent security breaches

and FERPA violations whether from breaches or inadvertent disclosure.

c. Teachers and staff are not restricted in their access to social media websites,

including Facebook, Twitter, Pinterest, Instagram etc. Students are currently

prevented from accessing social media websites during instructional hours, but the

restriction is lifted at the conclusion of the regular school day. Teachers are

encouraged to participate in #utedchat, a statewide Twitter discussion of education-‐

relevant topics each Wednesday evening.

XII. Budget

Part A: Current Technology Expenditures

Below, of the $142,565 for Direct Costs, $14,908 was paid for Supplies and Materials; $7,054 of the

$14,908 was paid from Trustland funds. Other sources of funding were REAP, UPASS and the General

Account. For Property, of the $68,902, $29,428 was paid from Trustland funds and $10,860 came from

Capital funds. Trustland funds fluctuate depending on the identified improvement projects in each

school.

Description 2015-‐2016

A. 100 Salaries 86,493

B. 200 Employee Benefits 40,271

C. 300 Purchased Professional and Technical Services 2,906

F. 580 Travel 893

G. 600 Supplies and Materials 14,908

I. Sub-‐Total Direct Costs 142,565

L. Property 68,902

M. Total 211,467

One-‐time Verses On-‐going Money

Looking forward, we have the following budget for the 2016-‐2017 school year. Sources of funding

include REAP, UPASS Trustlands, General and Capital funds. None of the funds we are currently using

are one-‐time grants or one-‐time commitments—every source is on-‐going (as much as that is actually

possible). REAP is on-‐going; Trustland money is on-‐going; the General and Capital funds from the

District are on-‐going.

Description 2016-‐2017

A. 100 Salaries 86,478

B. 200 Employee Benefits 41,191

C. 300 Purchased Professional and Technical Services 15,000

D. 400 Purchased Property Service 0

E. 500 Other Purchased Service 0

F. 580 Travel 0

G. 600 Supplies and Materials 0

H. 800 Other 0

I. Sub-‐Total Direct Costs 142,669

L. Property 73,200

M. Total 215,869

Part B: Budget for Grant Funding Year 1-‐3

We plan to use the grant funding to provide professional development for the implementation of

Canvas delivered coursework. In the first year, there will be 4 teachers and 2 administrators involved; in

the second year, we will add 4 more teachers; in the third year, we project that another 4 teachers will

be involved. After three years, there will be 12 teachers and 2 administrators involved in the project.

Realistic Costs Associated with this State Funding

We intend on paying teachers and administrators a stipend for each course created on the Canvas

system. 60 courses created at $2000 per course is our minimum intention. The budget below is an

estimation of the implementation of the project based on the $2000 per course. Most of this creation

work will be done in the summers. We think the budget below is what it is going to take to complete

our work. We recognize that the first year funding level is consistent with our first year budget. We are

anticipating that State commitment to the Digital Grant will increase. Should increases not occur, we

will have to find alternative sources of funding or be forced to scale the project back.

Description Year 1 Request Year 2 Request Year 3 Request Total Request

A. 100 Salaries 20,000 40,0000 60,000 120,000

B. 200 Benefits 10,000 20,000 30,000 60,000

M. Totals 30,000 60,000 90,000 180,000

The Budget specific to the amounts available through this grant is attached to this document as DTL

Section 12 Budget Sheet.

Part C: Possible Increase in Funding

A 10% increase in funding would amount to approximately $3,000. We would just add it to the pot of

money being used for professional development.

Part D: Projection for Future Support Costs

The committee thinks that the District will need to add another .5 to 1.0 FTE in the Technology

Department in order increase the level of support needed to sustain this project. A full-‐time person will

cost anywhere from $60,000 to $85,000

Part E: Sustainability

For this project, sustainability is a not a forever issue. Once we have the courses built, they are District

property and can be re-‐used indefinitely. The cost for us is in the startup—the amount of professional

development time needed in the first instance will be the bulk of the expense to transition to Canvas

delivered coursework. . At the beginning of the Canvas portion of the project, we anticipate higher

professional development costs as stated above. As we employ new teachers we anticipate that those

startup costs will decrease because teachers will come to us already trained about how to deliver course

via an LMS as part of their preservice preparation.

In-‐District networking, hardware, software, etc., in the long-‐term will come from the revenue streams

currently in place. We will continue to use the resources we have to sustain this technology effort. This

includes a commitment to fund the costs of the servers and intranet, the one-‐to-‐one devices we already

have, the consortium costs to provide the licenses for Edgenuity and Canvas, etc. We will be sustaining

the in what we already have indefinitely. This is how we will be conducting business in the future. We

have been and will continue to change the culture of learning in the District. This change is better for

the students and parents of the District. The School Board and administration of the District are

committed to growing the personalized learning environment in the district and enhancing access to

digital curriculum. We are going to do this with or without this grant—this grant will help us meet our

goals faster than we otherwise could.

We already have a commitment from UETN to help us with fiber connectivity and some of the costs of

training. Similarly, we have a commitment from NUES to help with some of the training costs.

Recapture of Existing Costs

Already, we do not spend a lot of money on textbooks. We anticipate that there will be some recapture

of textbook funds currently being spent on Math, Social Studies and Science. We anticipate that the

Canvas project will include digital textbooks and/or OER curriculum that will cost much less than

textbooks. These recaptured funds will be repurposed to help sustain software licensing.

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