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

Required Plan Elements:

● Plan must include a self-assessment summary report from an Advisory Board Approved Digital Teaching and

Learning Readiness Assessment Tool.

● The submitted self-assessment tool needs to demonstrate that all required elements and data points requested

by the tool were provided.

Copy the full checklist from the Readiness Assessment here as well as Appendix B and C

II. Inventory of the LEA's Current Technology Resources, Including Software, and a

Description of How a LEA Will Integrate Those Resources into the LEA's

Implementation of the Three Year Proposed Program Required Plan Elements:

Plan must include a school summary report from the Utah School Technology Inventory Tool.

Part A. Inventory of LEA’s Current Technology Resources, Including Software Attached is Gateway Preparatory Academy’s January 2016 inventory provided by Karen Krier from last school

year. The following narrative contains highlights of that report as well as new numbers related to purchases done since

this inventory.

Gateway Preparatory Academy is a rural school serving 675 students. There are 31 teachers on staff. We

currently have wireless capability throughout the building with 42 Xirrus access points, one in each room. Our wireless

system was updated and expanded in the summer of 2016 adding to both the number and location of access points and

the addition of new switches and a server. We have 11 J9772A HP POE switches. These upgrades were made by

utilizing the 2016 E Rate Funding stream.

Every teacher has a Dell laptop with Windows 10 (31). We have one stationary desktop lab with 26 student

stations. In addition, we have 195 Chromebook on 5 carts that serve as portable labs used in all environments except

Kindergarten. Most of the Chromebooks were purchased by utilizing School Land Trust funds. All Chromebook are less

than 4 years old. We purchase at least 30 Chromebook per year to expand access and replace aging machines. We have

15 iPads for student use, primarily in Special Education and Title I programs.

In addition to the hardware, Gateway Preparatory Academy utilizes several different web based software

programs to enhance student learning. The following are a sample of current programs:

● Study Island - assessment tool (1-8)

● SAGE Suite - assessment tool(s) (3-8)

● Imagine Learning - instructional support (1-8)

● Utah Compose - assessment/instructional support (3-8)

● Canvas LMS for middle school

● MyMath (3-5)

● Glencoe Math (1-3)

The school utilizes iBoss as a student and staff content filter. As an added layer of protection GoGuardian is

employed to manage chromebook content and access. The WebRoot SecureAnywhere software is used as an antivirus

system. In addition to the above, the school has a firewall installed to prevent outside network threats. Technology at

Gateway Preparatory Academy is internally inventoried annually and we commit to participate in future inventory

efforts with UETN as requested.

Part B. Description of How the LEA Will Integrate Existing Resources into the Proposed Three Year Digital

Teaching and Learning Program As Gateway Preparatory Academy continues to add to technology, aiming for a 1 to 1 correspondence by 2019, students

will have increased access to technology that can easily access web based programs and supports. Teachers receive

regular training on a variety of supplemental programs as well as assessment tools to continue to refine teaching and

learning in our school. Existing technology will be used (Chromebook, wireless internet and tablets) as a part of our

Elementary Math Enrichment program beginning in the fall of 2017. Students will be given work and assessments in

their enrichment class, and can then receive additional support in the classroom using existing technology and even at

home through a web based program.

LEA Capacity and Goals

III. Statement of Purpose that Describes the Learning Objectives, Goals,

Measurable Outcomes, and Metrics of Success an LEA Will Accomplish by

Implementing the Program

Required Plan Elements:

● An LEA level outcome (long-term, intermediate, and direct outcomes) that are measurable, quantitative, and

directly related to student learning outcomes.

● Plan must identify specific and actionable root causes of performance challenge(s) with clear solutions for the

long term outcomes. Plan must describe the rationale (including supporting data) for identifying each root

cause.

● Plan must provide evidence that the vision, goals, and strategies for digital teaching and learning are integrated

as core components of the LEA’s strategic plans and other high-level guiding frameworks.

Long-term outcome:

● A 5% increase on SAGE proficiency in elementary mathematics scores school-wide. This will be evidenced on

3rd grade, 4th grade and 5th grade SAGE scores.

Intermediate outcomes:

● Development/Implementation of a Elementary Mathematics Enrichment course for students grade k-3.

● Hiring an instructor for Elementary Mathematics Enrichment.

● Purchase of portable chromebook lab for use in Elementary Mathematics Enrichment course

● Purchase of enrichment software to support and enhance student growth in elementary program grades k - 5.

● Increase of 2.5% on SAGE Interim and/or Benchmark assessments by 18 months into our three year program

(Fall, 2018).

Direct outcomes:

● Increased access to web-based technology at school and at home.

● Opportunity for parent access to web-based programs to support student learning at home.

● Parent information night/training to support parental involvement, support and understanding at home.

● Professional development for teachers to enhance classroom teaching practices, integrated with technology at

the elementary level.

Gateway Preparatory Academy is in the process of school improvement. We have been designated a Title I

focus school for the 2015-16 and 2016-17 school years. As such, we receive support from the Utah Education Policy

Center (UEPC) located at the University of Utah in Salt Lake City. Through this collaboration as well as board,

administrative and teacher level work groups, we have identified Math as the top priority of focus for this school year.

Our math assessment scores have shown the smallest amount of growth for the last three years based on SAGE data.

We have been working on addressing this concern with the UEPC, developing goals and structures to ensure student

learning.

For years Gateway Preparatory Academy, because of our Montessori Philosophy, focused on hands-on

manipulative instructional materials at the elementary level, with little to no technology available for students in the

classroom, especially at the elementary level. The school had only one computer lab with 26 student work stations.

Through our reflective, data-based collaborations, we have determined that one of the root causes of a deficiency in

Mathematics was the lack of diverse instructional methods, including technology and enhanced learning tools. We

believe that the concrete learning in which our students engage with Montessori manipulatives provides them with a

solid mathematical foundation and number sense, but does not adequately prepare them to decode testing language

and question formats and successfully demonstrate their mathematics skills in standardized digital testing. In addition,

because of the focus on becoming well-trained in Montessori philosophy, teachers have not had many opportunities for

professional learning related to technology and supplemental programs. Since 2014 we have added 190 Chromebook

for use in all grades as well as weekly technology instruction for all students related to digital citizenship, basic

computing skills, and keyboarding. We have also incorporated a variety of different web based instructional programs

to enhance student learning as well as accountability through assessment and teacher development. The Digital

Teaching and Learning grant will assist in our desire to broaden the support our students and teachers need to improve

practice and increase student growth.

In addition, Gateway Preparatory Academy’s chartering document addresses the need for a web based tracking

system that follows individual student progress through a curriculum. We have used a variety of different tools over the

years but the addition of an Elementary Mathematics Enrichment program for grades k - 3 as well as the

implementation of a school-wide, web based curriculum that supports classroom instruction will enable teachers to

track and improve student learning through a very specific, focused lens: Mathematics, a school priority.

While SAGE scores and state accountability drive much of the decision making at Gateway Preparatory

Academy, we also utilize a variety of other sources as we plan for academic improvement. This year we are

collaborating with an outside agency, UEPC, to evaluate teaching practices and institutional structures (Professional

Learning Communities, Administrative structures and support, Community and Parental involvement, Opportunities for

Professional Learning, etc.) Through that collaboration we have determined a need for additional mathematics support

school-wide. The Digital Teaching and Learning grant fits nicely into that need providing for additional support, both

hardware and software, for a focus on elementary Mathematics instruction.

IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes Required Plan Elements:

● Plan must clearly identify specific activities (and related deliverables) it will undertake to meet the required

strategies to meet the outcome measures aligned to the SAGE and/or measure achievement of the goals.

● Plan must include the integration of effective strategies (e.g. prioritized, sequenced, evidence-based, best-

practice oriented, outcome-focused, ambitious and achievable).

● Plan must include a comprehensive stakeholder engagement strategy that will ensure that all stakeholders

understand the plan and their roles in ensuring its success.

● Plan must include a comprehensive communications plan for ongoing dialogue with all stakeholders at multiple

points along the implementation path.

Part A. Activities Part B. Timeline Part C. Roles and

Responsibilities

Part D.

Communication Plan

Present Plan to the Board October 13, 2016 Andrew Burt, Director Jonada Munk, Business Manager

Board Presentation and Website

Purchase Additional Chromebooks for Student Mathematics Lab

Spring 2017-2019 Andrew Burt, Director Jonada Munk, Business Manager Katie Dodds, Curriculum Director

Staff Email and Parent Newsletter

Purchase Elementary Mathematics Enrichment Program

Spring 2017 Andrew Burt, Director Jonada Munk, Business Manager Katie Dodds, Curriculum Director

Staff Email and Parent Newsletter

Hire Elementary Mathematics Enrichment Specialist

Spring 2017 Andrew Burt, Director and Hiring Committee (led by Andrew Burt)

Staff Email and Parent Newsletter

Grant Review Meeting Fall 2017 Grant Committee (Andy Burt, Katie Dodds, McKay Thompson, Ada Munk)/Board (current members)

Board Presentation and Website

Professional Development for elementary math

Summer-Fall 2017 Katie Dodds, Curriculum Director, Level Leaders

Staff Memo

teachers related to supporting Elementary Mathematics Enrichment Program

(Cami Lovell, Bobbi Smith, Erin Waldman, Aimee DiBrienza, Rebekah Hughes, Terry Pickett), and Math Enrichment Specialist (to be hired)

Determine Student Baseline/Achievement

Fall 2017 Math Enrichment Specialist and Classroom Teachers

School Environment Team Meetings

Monitor Student Progress School Year 2017-2018 Math Enrichment Specialist, Classroom Teachers, Andrew Burt, Director, Katie Dodds, Curriculum Director

School Environment Team Meetings

Modify instruction as needed and evidenced by student need

School Year 2017-18 Math Enrichment Specialist, Classroom teachers

School Environment Team Meetings

Review Program Spring 2018 Grant Committee (Andy Burt, Katie Dodds, McKay Thompson, Ada Munk)/Board (current members), Board (Current) and Level Leaders (Cami Lovell, Bobbi Smith, Erin Waldman, Aimee DiBrienza, Rebekah Hughes, Terry Pickett), and Math Enrichment Specialist (to be hired)

Determine Student Baseline for Academic Year

Fall 2018 Math Enrichment Specialist and Classroom Teachers

School Environment Team Meetings

Compare Baseline to 2.5% eighteen month goal

Fall 2018 Andrew Burt, Katie Dodds, Math Enrichment Specialist

School Environment Team Meetings, and to the Board

Monitor Student Progress School Year 2018-2019 Math Enrichment Specialist, Classroom

School Environment Team Meetings

Teachers, Andrew Burt, Director, Katie Dodds, Curriculum Director

Modify instruction as needed and evidenced by student need

School Year 2018-19 Math Enrichment Specialist, Classroom teachers

School Environment Team Meetings

Review Program/Meet Goal

Spring 2019 Grant Committee (Andy Burt, Katie Dodds, McKay Thompson, Jonada Munk)/Board (current members), Board (Current) and Level Leaders (Cami Lovell, Bobbi Smith, Erin Waldman, Aimee DiBrienza, Rebekah Hughes, Terry Pickett), and Math Enrichment Specialist (to be hired)

Staff Memo, Parent Newsletter, Board Presentation

Gateway Preparatory Academy, based on SAGE scores and collaborative work as a Title I focus school with the

Utah Educational Policy Center will develop and implement an Elementary Mathematics Enrichment course for all

students, grades k - 3 beginning in the fall of 2017. In addition, we will purchase a web-based program to support,

remediate and extend students learning in Mathematics for grades k - 5. Funds from the Digital Teaching and

Learning grant will be used to assist in purchasing hardware; a portable Chromebook lab, for student use as well as

improving wireless connectivity and obtaining a web-based curriculum for students. School land trust money will be

used in addition to Title I funds and the general fund to develop and implement the program.

During the 2016 - 17 school year, administration plans to develop the course, hire a teacher and procure the

necessary hardware to enable a smooth start to the Elementary Mathematics Enrichment program. Administration

will also purchase the web-based curriculum for all students, grades k - 5. Beginning in the fall of the 2017 - 18

school year, teachers will establish baselines with all students, grades k - 5 using the web-based program to assist in

tracking student growth within each year. In addition, classroom teachers will receive professional development on

the purchased software to ensure that they can support and extend the learning throughout the year, both in the

Elementary Mathematics Enrichment course (k-3) and the regular classroom (4-5). They will also receive one-on-

one coaching to ensure that the programs are implemented consistently and correctly. Throughout the school year

the Elementary Mathematics Enrichment teacher, as well as classroom teachers and administration will evaluate

the program as well as student growth and adapt instruction accordingly. At the conclusion of the year,

administration, classroom teachers and the school board will evaluate the effectiveness of the program and make

any changes to improve the Elementary Mathematics Enrichment program. Eighteen months after implementation

of our program, we will administer a SAGE interim or benchmark assessment with the goal of a 2.5% improvement

from our initial baseline math proficiency score. In the third and final year, 2018 - 19, the Elementary Mathematics

Enrichment teacher, as well as classroom teachers and administration will continue evaluate the program as well as

student growth and adapt instruction accordingly. This team will also monitor progress toward goals, reaching a 5%

increase on SAGE proficiency in elementary mathematics scores school-wide. This will be evidenced on 3rd grade,

4th grade and 5th grade SAGE scores. During the process Gateway Preparatory Academy will provide

implementation data to USBE on an annual basis and as requested.

Gateway Preparatory Academy will use the state-supported LearnPlatform, which will enable us to access all edtech

product management from a single location, providing an educator- and administrator-level view of the aggregated

tools available and uphold fidelity and student outcome objectives.

Using the Learn Platform, Gateway Preparatory Academy can:

● Select and use tools that are effective for specific populations to narrow the achievement gap

● Specify and refine learning targets aligned with our learning plan and employing tools that meet those

requirements

● Implement best practices from other educators and peer districts teaching similar populations

● Share results such that peer educators, district leaders and other stakeholders can see progress to plan in real-

time and receive quarterly reports on impact

Digital Curriculum - Instructional Tools

V. Description of High Quality Digital Instructional Materials with a Three Year Plan

for How an LEA will ensure that Schools Use Software Programs With Fidelity Required Plan Elements:

● Plan must articulate alignment of new high quality digital instructional materials to address student performance

targets articulated in plan goals.

● Plan must articulate how data will be used to inform instruction.

● Plan must address LEA-procured digital content purchased by topic, enabling teachers to customize content from

multiple sources and create curriculum tailored to their standards.

● Plan must identify a comprehensive set actions to meet fidelity requirements and have a clear, comprehensive

and realistic plan for mitigating the challenges.

Current Programs & Transition:

This school year we have purchased an additional 60 Chromebook and are utilizing the comprehensive

assessment/skill practice program, “Study Island,” a web based tool that we use with all students to check student

mastery of Mathematics, ELA and science. This gives students real time data that is aligned to the Utah core standards

that informs teacher instruction and student performance. In addition, students must demonstrate content mastery in

order to practice the next skill/standard. “Study Island” also provides interactive videos and additional support for

students who are below grade level on specific standards. This will help transition students to the web based program

and enhanced learning that will take place in the Elementary Mathematics Enrichment classes to be offered next year.

Gateway Preparatory Academy also uses the following programs that accommodate personalized student choice

and pacing, providing feedback as well as extension and remediation opportunities: Front row math (grades 3-5), online

Student Reading Achievement (grades 4-6), MyMath online student edition (grades 6-8), and to a lesser extent, Utah

Compose (grades 3-8).

Elementary Math Enrichment Programs:

Gateway has chosen the McGraw-Hill My Math® curriculum for use in our math enrichment program, and ALEKS

as a supplemental support program for extension work in classrooms and at home. McGraw-Hill My Math® enables

students to build a progression of mathematical skills for grades PreK–8. Students will learn new concepts in key areas of

focus and connect those math skills and concepts to ones they’ve previously learned. This program is built using

Understanding by Design®, a research-proven learning approach that first identifies a desired outcome and then tailors

learning to meet it.

The engaging student experiences in My Math are built upon the Focus, Coherence, and Rigor required by state

standards. Mathematical Practices are at point-of-use throughout the instruction. There are three levels of

differentiated instruction in every lesson in the Teacher Edition. These include Response to Intervention (RtI) Tiers 1 and

2 as well as Advanced learners. The Targeted Strategic Intervention Guide offers alternative lessons, providing another

approach to each mathematical concept for RtI students.

In the McGraw-Hill My Math Teacher Edition, instructional strategies at the beginning of every lesson help teachers

introduce students to lesson vocabulary. The end of every lesson features unique activities to boost concept

comprehension at three proficiency levels: Emerging, Expanding, and Bridging. These multisensory activities support the

integration of English Language Learners’ target language. My Math English Language support is built on the research,

methodology, and standards developed by WIDA™. McGraw-Hill Education K–8 Math solutions all follow WIDA

standards.

Every page in the Interactive Guide corresponds to the lessons within the McGraw-Hill My Math Student Edition. These

pages can be used before, during, or after each enrichment classroom lesson to support vocabulary development,

speaking/writing skills, and note-taking skills, and will facilitate integration and correlation between Enrichment Program

curriculum and regular classroom work.

Gateway Preparatory Academy will also employ the ALEKS program for enrichment and extension of curricular concepts

in classrooms and at home. ALEKS is an innovative, personalized online learning solution that uses artificial intelligence

and adaptive technology to deliver instruction based on what each student is most ready to learn next. This will allow

teachers to differentiate instruction, create procedural fluency, build learning momentum, and increase student

confidence in math. ALEKS is embedded with point-of-use correlations to My Math, so that related core lesson content

can be tied more closely to the students’ self-paced environment.

ALEKS is the result of groundbreaking research in mathematical cognitive science. It was developed over the course of

several decades with support from the National Science Foundation and researchers at top universities. The name

“ALEKS” stands for “Assessment and Learning in Knowledge Spaces.” The program’s approach is derived from Learning

Space Theory, which represents learning not as a linear process, but rather as a complex structure of interrelated topics

that offers trillions of unique pathways to mastery. Using artificial intelligence and adaptive questioning, ALEKS maps

each student’s unique knowledge state and creates an optimal learning path based on the topics that a student is most

ready to learn next. ALEKS gathers data to continuously refine the way topics are connected to each other, ensuring that

students master their Ready to Learn Topics more than 90 percent of the time.

The eAssessment feature contains many question banks that align to the standards taught in My Math. They can be

manipulated to add new tests or customize existing test questions. Each chapter contains Technology Enhanced

Questions to familiarize students with the item types on the state’s SAGE assessment.

Gateway will also use LearnPlatform to monitor the implementation, consistency, and fidelity of the Elementary

Math Enrichment program. Outcomes and analysis of activities reported via LearnPlatform will be shared across

Gateway Preparatory Academy and will inform changes in multiple areas:

EdTech Tool

Adoption and

Utilization

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

technologies are used will inform instructional decisions and professional development.

Resource

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

analysis and cost effectiveness

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

development and instructional decisions

Achievement Gap

Analysis Analysis to identify and address outcome gaps by and across student groups. Can also

inform additional interventions

and edtech product pilots.

We believe that the above programs, implemented with fidelity, will help us achieve our goal of increasing Math Sage

scores in grades 3-5 by 5% at the end of the grant cycle.

VI. Detailed Three Year Plan for Student Engagement in Personalized Learning

Including a Three Year Plan for Digital Citizenship Curricula and Implementation Required Plan Elements:

● Plan must articulate how students will have consistent opportunities to participate in digital learning activities

that integrate critical thinking, communication, collaboration, and creativity skills.

● Plan must articulate how students will have consistent opportunities to use digital tools to select personalized

learning paths based on their learning needs specific to measurable student targets.

● Plan must articulate a comprehensive plan for teaching digital citizenship.

Gateway Preparatory Academy will focus grant funding to impact mathematic proficiency, specifically in grades

k - 5 by developing an Elementary Mathematics Enrichment program for students in grades k - 3 in school year 2016-17

and then implementing the program for the duration of the grant and beyond. Students will participate in the

enrichment program at least one hour per week. Courses for all elementary students, grades k – 3, will be on the master

schedule and required for all students. In addition, and as a part of the enrichment plan we will purchase a web-based

program for use by all students in grades k - 5 including the Elementary Mathematics Enrichment program classes,

regular classrooms, and at home. This web-based program will allow for streamlined tracking as well as remediation and

extension at the individual student level.

During the 2016 - 17 school year, administration plans to develop the course, hire a teacher and procure the

necessary hardware to enable a smooth start to the Elementary Mathematics Enrichment program. Administration will

also purchase the web-based curriculum for all students, grades k - 5. Beginning in the fall of the 2017 - 18 school year,

teachers will establish baselines with all students, grades k - 5 using the web-based program to assist in tracking student

growth within each year. In addition, classroom teachers will receive professional development and coaching on the

purchased software to ensure that they can support and extend the learning throughout the year, both in the

Elementary Mathematics Enrichment course (k-3) and the regular classroom (4-5). Throughout the school year the

Elementary Mathematics Enrichment teacher, as well as classroom teachers and administration will evaluate the

program as well as student growth and adapt instruction accordingly. At the conclusion of the year, administration,

classroom teachers and the school board will evaluate the effectiveness of the program and make any changes to

improve the Elementary Mathematics Enrichment program. In the third and final year of the grant, 2018 - 19, the

Elementary Mathematics Enrichment teacher, as well as classroom teachers and administration will continue evaluate

the program as well as student growth and adapt instruction accordingly. This team will also monitor progress toward

goals, reaching a 5% increase on SAGE proficiency in elementary mathematics scores school-wide. This will be

evidenced on 3rd grade, 4th grade and 5th grade SAGE scores.

In addition, the school utilizes the comprehensive assessment/skill practice program, “Study Island.” This gives

students real time data that is aligned to the Utah core standards that informs teacher instruction and student

performance. Students must demonstrate content mastery in order to practice the next skill/standard. “Study Island”

also provides interactive videos and additional support for students who are below grade level on specific standards.

Gateway Preparatory Academy also uses the following programs that accommodate personalized student choice

and pacing, providing feedback as well as extension and remediation opportunities: Front row math (grades 3-5), online

Student Reading Achievement (grades 4-6), MyMath online student edition (grades 6-8), and to a lesser extent, utah

compose (grades 3-8).

An important aspect for students in the 21st century, related to the Digital Teaching and Learning grant and our

proposed Elementary Mathematics Enrichment program, is digital citizenship. Students must be able to safely navigate

a connected, technological world. All students at Gateway Preparatory Academy have several opportunities to learn

digital citizenship. In the fall of each year our regional support center, Southwest Educational Developmental Center,

provides on-site education for students. They teach digital citizenship in an assembly format for students in grades k - 3,

4 - 5, and 6 - 8. In addition, elementary students at Gateway (k-5) participate in a weekly technology class where basic

computing skills and digital citizenship are taught throughout the school year. Teachers in the middle school

environment regularly re-visit digital citizenship in mentor groups as well as related to specific teaching moments

throughout the year.

Each student and guardian MUST agree to the school’s acceptable use policy every year prior to network access.

The school utilizes iBoss as a student and staff content filter. As an added layer of protection, GoGuardian is employed

to manage Chromebook content and access.

Personalized Professional Learning

VII. Professional Learning Required Plan Elements:

● Plan must focus on curriculum planning and student-learning activities integrated with digital technology tools

and resources.

● Plan must focus on content-specific strategies for integrating digital technology into the curriculum for all subject

areas addressed in the goals and objectives.

As our school improves digital teaching and learning with the goal of increasing math proficiency by 5% over the

three-year period, personalized professional learning will happen at Gateway Preparatory Academy in a variety of ways.

Management Restructuring:

From a management perspective, we will structure our team to have a full-time on-site technology supervisor. The

technology supervisor will provide training on all digital tools, including Chromebook and applications, for teachers prior

to their introduction in the classroom environment, and provide ongoing technical and applications support, as well as

monitoring the use of the programs. We will also provide an and an instructional coach who can provide one-on-one

support to teachers.

Coaching and Mentoring:

We will provide all elementary teachers, special educators and support staff, and our new elementary math specialist

professional development related to the new Elementary Mathematics Enrichment program to ensure common

practices and fidelity both in the elementary math enrichment class, regular classrooms, and one-on-work with students

who need extra attention. This professional learning will be provided by the vendor of the enrichment curriculum. We

will also plan for follow-up training after the initial implementation period to fine-tune program consistency and answer

recurring staff questions.

Gateway will practice one-on-one coaching for elementary teachers as they integrate curriculum from the enrichment

program into the regular classroom. Coaching will be provided by the curriculum director to ensure that the program is

implemented consistently from classroom to classroom and according to the prescribed methods outlined by the

program, and will happen formally at least once per term with follow-up as needed. The coach will work with teachers

to set math-specific goals for their classrooms and address concerns about integration, implementation, and assessment

of the program. The coach will also collect data from classrooms to assess the fidelity with which teachers follow the

program. This data will be analyzed to identify school-wide and individual support and training needs.

Curriculum Planning and Integration:

PLC teams will meet weekly to determine the best strategies for integrating the math enrichment program into the

existing standards-based curriculum map and ensuring consistent implementation in every classroom. They will share

strategies, lesson plans, and follow up work with one another and insert the integrated enrichment program onto the

school-wide curriculum map. Teachers will create prompts and activities for students to practice in their math journals

which extend from the integrated curriculum and help them to make concrete to abstract connections.

Ongoing Support & Professional Commitment:

We will partner with our regional service center, the Southwest Educational Development Center to access ongoing

support for teachers’ implementation of effective technology adoption. Level leaders, the school director, and

curriculum director/coach will collect questions and concerns regarding implementation and support from elementary

teachers and discuss the scheduling of needed training from SEDC in weekly PLC meetings and/or monthly staff training.

A portion of monthly staff trainings will be dedicated to questions, data analysis, and follow-up for this program. Finally,

we will continue to participate in the professional learning and implementation support offered by USBE and UETN,

strengthening best instructional practices.

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

Program Technology Required Plan Elements:

● Plan must include a process for a team of stakeholders that includes LEA leadership and representatives of other

groups such as, school administrators, teachers, parents, students, and/or community members to develop

continuous improvement plans for digital learning initiatives aligned to the LEA’s improvement plan.

● Plan must address strategies for process improvement for digital learning that are continuously improved based

on results of the ongoing data collection (e.g., based on findings professional development is adjusted; schedules

are changed; content access protocols are improved; policies are updated; etc.).

● Plan must include multiple and varied sources of data (e.g., student performance data, classroom observation

data, web analytics, participation tracking, survey data, etc.) that are being used to continuously improve the

implementation and impact of digital teaching and learning.

Gateway Preparatory Academy plans to use Utah.LearningPlatform.com to track and monitor student and

teacher usage of program technology. This is a free service for LEAs in Utah. We will provide implementation data to

USBE on an annual basis. In addition, administration and teachers will monitor usage less formally throughout the

school year to ensure fidelity with the program. This will be reported to the school's board of governors at least

annually.

During 2015-2016, Gateway Preparatory Academy participated in the UETN edtech inventory process, highlighting 7 products

in use.

Number Products Included in 2015-16 Inventory

7 Microsoft Office, Google Apps for Education, Adobe Acrobat, Adobe Acrobat

Reader, Study Island, SAGE, Study Island

Gateway Preparatory Academy will utilize the state-supported LearnPlatform to support overall program management of its

DTLI efforts, including monitoring utilization and our educators’ experience with these and other technologies to inform continuous

improvement. As a Google Apps for Education(GAFE), we will also take advantage of the LearnPlatform Chrome extension to support

our teachers and students, and understand which tools are used most frequently. Our goal is to improve both outcomes for students

and our investments in digital teaching and learning.

Gateway Preparatory Academy’s configuration of the LearnPlatform will streamline the process for all stakeholders to (1)

develop continuous improvement plans, (2) use data to inform instructional and operational decisions and (3) integrate and analyze

multiple data sources to develop plans and continuously improve.

1. During 2016-17, continuous improvement plans will be finalized. Gateway Preparatory Academy will work with the

LearnPlatform technical assistance team to quickly configure and align the LEA’s LearnPlatform account to support our LEA’s

business processes, communication and monitoring for continuous improvement, including:

1. Integrating (LEA)’s previous edtech inventory and engineering study information;

2. Configuring the system to match the needs of our administrators, teachers, students and administrators;

3. Providing access for teachers and administrators to access and monitor their edtech;

4. Defining the key edtech activities, interventions and measurements (see below for examples).

2. Gateway Preparatory Academy’s program management will focus on continuous and ongoing improvement, supported by

integrated insights, data and input from and for administrators and teachers. To support our educators’ efforts, (LEA) will

have a centralized digital teaching and learning profile for each school, with an integrated edtech inventory on its

LearnPlatform. In alignment with all state and federal regulations, data integration from products, process automation, and

communication tools of the LearnPlatform will be used to further streamline processes, such as:

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

learning tools;

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

3. Rapidly analyzing the impact of current and new digital teaching and learning interventions;

4. Providing administrators and educators instant dashboards for digital teaching and learning ecosystem;

5. Use the Google Apps for Education extension (or other LEA supplied technology) to provide time saving tools for

educators and remotely monitor which digital teaching and learning tools are used and how often;

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

and operational decisions; and,

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

2. Program technology utilization and achievement measures will be monitored and centralized in LearnPlatform and mapped

against additional data sources which include:

1. Quantified feedback from educators, based on research-based rubric

2. Pilot and trial tests which survey specific user types, products, learning applications and/or student variables

3. De-identified student co-variate data (demographic, gender and other filters)

4. LEA and state-level testing data

5. Product utilization data at the user and/or school level

6. Product access monitoring (via Chrome extension where applicable)

Administrators and teachers will have secure access, dashboards, and appropriate controls, as well as quarterly reports to

inform plan adjustment to advance our digital teaching and learning initiative.

Robust Technical Infrastructure

IX. Three Year Plan for Infrastructure Acquisition and Process for Procurement and

Distribution of the Goods and Services an LEA Intends to Use as Part of an LEA's

Implementation of the Program Required Plan Elements:

● Plan must address scaling current network and Internet connection bandwidth to support all LEA access needs

without performance degradation even during times of maximum use.

● Plan must report site specific validate-able enrollment, both full time and part time, and NSLP income eligibility

data to USBE as per E-Rate Eligible Items

● Acknowledge inventory tracking requirements for at least five years.

● Plan must address actions to scale to meet the goal to ensure wireless access is available and reliable in all

instructional spaces and indoor/outdoor common areas.

In the summer of 2016 Gateway Preparatory Academy upgraded its entire internal connections infrastructure

adding 30 wireless access points to the school. This upgrade will ensure we are a prepared to run our proposed

Elementary Mathematics Enrichment program. Our Technology committee headed by our technology specialist will

regularly evaluate technology performance and need. We plan to utilize network monitoring tools to assist in

monitoring network usage. We also partner with Southwest Educational Development Center to assist in developing

technology plans and maintaining performance.

Gateway Preparatory Academy has applied for E-Rate funds for 2016-17 and met all requirements. Enrollment

and income eligibility can be verified with E-Rate as well as USBE submitted reports. We have an enrollment of 675

students with a 61.2% population that qualifies for free or reduced lunch programs.

Gateway Preparatory Academy uses the following practice “A physical inventory of property included on the

school’s property schedule is performed on an annual or every two-year basis and is reconciled to the property schedule

and general ledger of the school” located in our finance policy found on our website:

http://gpacharter.org/wp-content/uploads/2014/02/Gateway-Preparatory-Academy-Fiscal-Policies-and-Procedures.pdf

The above stated upgrade currently meets all network needs and will be regularly evaluated by our technology

specialist and SEDC staff.

Use of LearnPlatform will assist with establishing and maintaining an auditable edtech product inventory during

the course of this five-year plan. Housing all edtech products, inclusive of status information, grading, pricing, contract

terms, compliance requirements, LEA-defined pre-screened criteria for purchase/adoption, etc. will create a single

repository of all product information that is easily accessible, transparent and reportable. LearnPlatform will provide

reporting on utilization and outcomes real-time and over time, during the course of this plan.

X. Technical Support for Implementation and Maintenance of the Program Required Plan Elements:

● Plan must address scale up of technical support to be available so that business and instructional operations are

minimally impacted.

● Plan must address the presence or building of a well-defined technical support procedure.

● Plan must include process to Inventory and track portable and fixed technology assets is catalogued and LEA

continues to participate in statewide inventory surveys

Currently Gateway Preparatory Academy contracts with H-Wire for a variety of support related to school

technology. They provide maintenance on wireless capability, student data safety and day to day technology issues

faced by staff and students. They have a ticket system that allows teachers/students to request support. Their average

response time is less than 24 hours with most issues resolved the same day. In addition, we have an on-site technology

intern that assists with immediate needs that must be handled on site.

H-wire and the school’s intern provide professional learning and training for teachers as the school implements

new technology. The intern and Gateway Preparatory Academy’s business manager inventory technology assets

annually.

Use of LearnPlatform will assist with establishing and maintaining an auditable edtech product inventory.

Housing all edtech products, inclusive of status information, grading, pricing, contract terms, compliance requirements,

LEA-defined pre-screened criteria for purchase/adoption, etc. will create a single repository of all product information

that is easily accessible, transparent and reportable. With greater use of LearnPlatform, we will define a scalable,

sharable process for our staff to catalogue all products, manage and document their life cycles, report on utilization and

impact results and share those metrics with other districts, the state and stakeholders involved in the digital teaching

and learning work.

Data and Privacy

XI. Proposed Security Policies, Including Security Audits, Student Data Privacy, and

Remediation of Identified Lapses Part A. LEA Security Policies

Part B. LEA Security Audit Plan

Part C. LEA Student Data Privacy Policies and Procedures

Part D. LEA Remediation Plan of Identified Lapses

Required Plan Elements:

● Plan must include attached or linked policies in adherence with Utah code for the above required policies and

have been communicated (e.g. public forums, parent information nights, media sent home with students, faculty

memos, etc.) with all stakeholder groups.

● Plan must include LEA and school digital technology policies that incorporate “Responsible Use” guidelines that

encourage proactive, positive behavior with digital technologies and have a systematic process for consistent or

continual policy updates.

● Plan must include evidence that the LEA and school leaders and the local school board to have worked with a

variety of stakeholder groups to create and adopt policy regarding the role of digital technology in a student-

centered learning environment and have a systematic process in place to continuously advocate for this policy

with relevant stakeholder groups.

The following links provides a copy of the policies requested in the grant:

http://gpacharter.org/wp-content/uploads/2013/12/Policy-Data_Management_Policy.pdf

http://gpacharter.org/wp-content/uploads/2013/12/Policy-

GPATechAcceptableUsePolicy_ApprovedMay2012.pdf http://gpacharter.org/wp-content/uploads/2013/12/Policy-records-management-policy.pdf

In addition to the attached policies, the board at Gateway Preparatory Academy follows a policy review calendar

ensuring that all school policies are reviewed every 18 months. This review schedule is attached. Gateway Preparatory

Academy has a technology committee that reviews and advocates for strong technology policy and procedures. This

committee is composed of parents, teachers, board members as well as administration and a technology specialist.

Gateway Preparatory board will commit to regular review of all policies related to the Digital Teaching and Learning

grant and modify existing ones while adopting any needed policies. In addition, data security with third party providers

of educational or other services is addressed in third party contracts. All contracts are reviewed and approved by the

school’s board of directors.

To further enhance the security of our data and provide a better understanding to our staff, the Southwest

Education Development Center (SEDC), comes to our school at least annually to train staff on data security, including

password usage and anti-phishing training. The network at Gateway is protected and maintained by our contracted IT

service provider, H-Wire. If there is a security breach, H-Wire is available immediately either remotely or on-site. In

addition, all of the H-Wire work is done through a very secured VPN. HWire updates our antivirus, filtering, and other

software on a regular basis. Our remediation plan is to have H-Wire make sure all security breaches are addressed and

taken care of immediately as well as run regular security audits to prevent such breaches or any potential attacks. SEDC

has also been able to offer support in the event HWire is not immediately reachable.

All student data is password protected and our data privacy is encrypted and secured. Security does not impede

or restrict the use of education tools and all security rules and policies are monitored and supported by H-Wire. Our

network is filtered to restrict exposure to inappropriate content and is Children Internet Protection ACT (CIPA) compliant

while consistently providing access to useful instructional tools and resources. Our Content Filtering does not impede or

restrict the use of educational tools. We have continuous collection of Content Filtering data that is maintained and

managed by H-Wire to support decisions and comply with local, state and federal reporting mandates. Gateway

Preparatory Academy will cooperate in any future security and data privacy audits as requested by UETN in compliance

with this grant. We have been given the proper contact names at UETN to contact as needs arise.

Budget and Resources

XII. Budget The LEA's overall three-year financial plan, including use of additional LEA non-grant funds, to be utilized to

adequately fund the LEA plan.

Part A. Disclosure of LEA’s Current Technology Expenditures The LEA may provide their own template, or utilize Budget Form (Attachment A) to document their current expenditures.

Part B. Budget for Grant Funding Year 1 – 3 In addition to completing the Budget Form (Attachment A), provide a narrative description of the budget. The narrative clearly describes the proposed expenditures for each of the three years of the proposed project.

Provide sufficient details in the budget to clarify intended expenditures associated with the project budget.

• Provide a justification for each budget category. • For funding for salaries, please share the number of FTEs that are increased through this grant program. • Describe any other non-grant funds that will be used to help support this plan. (This is not required, but

helps demonstrate commitment.)

Note: A participating LEA may not use grant money: (1) To fund non technology programs;

(2) To purchase mobile telephones; or

(3) To fund voice or data plans for mobile telephones.

(4) To supplant existing funding for educational technology

Following is a breakdown of individual budgeted expenses by year:

2016-2017 School Year:

In the Spring of 16-17 we will purchase a complete Chromebook lab and Charging Doc station for the Mathematics

Enrichment program. We will purchase the following items: 30 Chromebooks (including management software) x

$278.20 each = $8,346.00; a Charging station costing $813.60.

These items will only be used by the Math Enrichment programs and will be housed in the Math Enrichment

program classrooms. We are in the process of researching a Web-based Enrichment software to use with the

Chromebooks. The two programs we are considering are McGraw Hill, My Math and Aleks. The software pricing for

a 5-year license is as follows:

My Math – Aleks bundle pricing

K - $122.46 x 75 students = $9,184.50 + $227.05 (teacher edition) = $9,411.50 total cost/5 years = $1,882.30/year

1st & 2nd grades - $147.48 x 141 = $20,794.68 + 227.07 (teacher edition) = $21,021.72/5 years = $4,204.34/year

3rd – 5th grade - $179.40 x 227 = $40,723.80 + 681.21 (teacher editions) = 41,405.01 /5 years = $8,281.002/year

Total cost per year = $14,367.66 (this is the maximum cost for this service; we are hoping to work with the sales

team for better discounts) Purchasing this software during the second half of the first year allows teachers and

students to familiarize themselves with the program and develop plans to impact student learning.

To cover the cost of this software $3,474.40 of the total cost will be purchased using Digital Teaching and Learning

money, the remaining cost of $10,839.26 will be covered using School Land Trust money.

2017-18 School Year:

We will hire a full-time teacher who will be responsible for running the Math Enrichment class as well as teaching

Digital Citizenship throughout the school. This position will be equivalent to 1 FTE. The cost of the salary and

benefits for this teacher will be approximately $41,000. The cost of this teacher can’t be covered using grant money,

however the school is planning to use Title I money to cover such costs.

In addition to the above position, we will continue the use of the Math Enrichment software. This is a yearly cost of

$14,367.66. The entire Digital Teaching and Learning grant money for this year will be spent towards the software.

The remaining software cost will be covered using existing Land Trust money.

2018-19 School Year:

We will keep the position of a full-time teacher who will be responsible for running the Math Enrichment class as

well as teaching Digital Citizenship throughout the school. This position will be equivalent to 1 FTE. The cost of the

salary and benefits for this teacher will be approximately $41,000. The cost of this teacher can’t be covered using

grant money, however the school is planning to use Title I money to cover such costs.

In addition to the above position, we will continue the use of the Math Enrichment software. This is a yearly cost of

$14,367.66. The entire Digital Teaching and Learning grant money for this year will be spent towards the software.

The remaining software cost will be covered using existing Land Trust money.

We believe that through the use of the above web-based software we will be able to enhance student learning at

their individual level, increasing mathematic scores on Sage in 3-5th grade by 5% at the end of 2018-19.

Part C. Possible Increase in Funding (10% Increase Plan) Each LEA may be eligible for additional funds as they become available. This section is to provide a supplemental

narrative and itemized budget that would detail how the LEA would spend funds if the budget was increased by

10%. (Note: Each LEA that has an approved plan will have the opportunity to submit a finalized budget once the

final allocations are determined in December 2016. This section will be used to support your finalized budget

submission.)

If the grant funding were to increase by 10%, the school will spend the additional allocated funds towards the cost of

the Math Enrichment software. See Part B for additional cost detail.

Part D. Projection for Future Support Costs Each LEA should include a projection for future support costs associated with their Digital Teaching and Learning

Plan. The projection will support state level projections for future needs associated with this initiative.

The pricing listed in Part B is a per student price that includes online training and support services for the Math

Enrichment software. We do not anticipate any other direct costs associated with software training. However, we

do anticipate time spent by members of our administrative team to help support and implement the program across

our classrooms. These costs will be covered by existing unrestricted money along with Title I money.

In addition to software support, we will need support to manage and maintain the Chromebooks. Our on-site IT

employee will help perform this task. We anticipate this will require a few hours a month of his time and estimate an

additional $1,000 a year in IT salaries and benefits support costs.

Part E. Sustainability Explain how the LEA plans to scale and grow digital teaching and learning beyond the three-year grant period. This may include plans to shift existing funds to support digital teaching and learning, as well as the allocation of new funds, and/or outside grants. Money spent to support this program through Digital teaching and learning funds will free up School Land Trust

money and unrestricted funds money that would have otherwise been budgeted for this program. The potential

savings resulting from the use of the Digital Teaching and Learning grant during the three years, will be utilized in

the years following to help sustain such program. In addition, using this grant for the Math Enrichment software for

year 2 and 3 will free up Land Trust money to purchase additional Chromebook to improve our Chromebook –

student ratio to one on one. These Chromebooks will be available for the use of the Math Enrichment software

throughout the school. In addition, the school will continue to use its Land Trust & Title I money to support this

program needs. The cost of the program not covered by Land Trust and Title I funds, will be covered by unrestricted

carry over funds.

After an initial purchase of hardware, spending will decrease to maintenance and replacement cost only, and any

future savings will be redistributed to the Digital Teaching and Learning program Math Enrichment Software and

support costs. Through thoughtful budgeting and planning of our Land Trust and Title I money we can easily sustain

this program in future years.

Required Plan Elements:

● Plan includes costs identified by the LEA that are realistic.

● Plan includes clearly identified resources it will deploy to ensure the plan’s success.

● Plan must address sustainability beyond the grant period.

● Plan must include how the LEA will continue to use effective strategies.

STATEMENT OF ASSURANCES

Should an award of funds from the Digital Teaching and Learning Program be made to the applicant in support of the

activities proposed in this application, the authorized signature on the cover page of this application certifies to the

USBE that the authorized official will:

1. Upon request, provide the Utah State Board of Education with access to records and other sources of information

that may be necessary to determine compliance with appropriate federal and state laws and regulations.

2. Conduct educational activities funded by this project in compliance with the following federal laws:

a. Title VI of the Civil Rights Act of 1964

b. Title IX of the Education Amendments of 1972

c. Section 504 of the Rehabilitation Act of 1973

d. Age Discrimination Act of 1975

e. Americans with Disabilities Act of 1990

f. Improving America’s Schools Act of 1994

3. Use grant funds to supplement and not supplant existing funds from all sources.

4. Take into account, during the development of programming, the need for greater access to and participation in the

targeted disciplines by students from historically underrepresented and underserved groups.

5. Submit, in accordance with stated guidelines and deadlines, all program and evaluation reports required by the Utah

State Board of Education.

6. The applicant will retain records of the program for five years and will allow access to those records for purposes of

review and audit.

Budget

Part 3: BUDGET

Applicant:

Description Funding Requested –

Year One January 1, 2017 –

June 30, 2017

Funding Requested –

Year Two July 1, 2017 – June

30, 2018

Funding Requested –

Year Three July 1, 2018 – June

30, 2019

TOTAL FUNDING REQUEST

A. (100) Salaries

B. (200)

Employee

Benefits

C. (300)

Purchased

Professional &

Technical

Services

$3,474.40

(Mathematics

enrichment

curriculum

software )

9,838

(Mathematics enrichment curriculum software services)

9,838

(Mathematics enrichment curriculum software services)

23,150.40

D. (400)

Purchased

Property Service

E. (500) Other

Purchased

Service

F. (580) Travel

G. (600)

Supplies &

Materials

9,159.6 (30

Chromebooks + 1

Chromebook

cart)

9,159.60

H. (800) Other

(Exclude Audit

Costs)

I. TOTAL DIRECT

COSTS (Lines A

through H)

J. (800) Other

(Audit Costs)

K. Indirect Cost

L. Property

(includes

equipment)

M. TOTAL (Lines

I through L) 12,634 $9,838 $9,838 32,310

This form is a required element of the grant application. Justification for each of the categories shall be included in the budget narrative portion of the application. Modifications to the grant must be reflected over the three years of the grant and included as part of the annual reporting. For reporting, it must include an itemized breakdown of these budget categories and a budget narrative explaining how you calculated each line item and the actual total project cost share.

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