Utah State Board of Education Digital Teaching and Learning Grant Program

Qualifying Grant Application and Comprehensive Plan for

Digital Teaching and Learning Implementation FY 2017

Contact: Lynn Raymond Nick Harris

Director of Technology Technology/Media Supervisor

Weber County School District Weber County School District

930 W. 200 N. BLDG 10A 930 W. 200 N. BLDG 10A

Ogden, Utah 84414 Ogden, Utah 84414

Phone: (801) 476-7979 Phone: (801) 476-7977

lraymond@wsd.net nharris@wsd.net

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Vision and Guiding Principles

Vision • Change and improve the culture of public education, classroom instruction, student and parent engagement,

teaching and learning processes.

• Support the Utah Core and provide systemic support for student engagement and classroom innovation.

• Provide access (teacher, student and home) to quality digital curriculum, learning management support structures,

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

research.

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

curriculum.

• Broaden STEM career path options for students.

• Support the drive toward on-demand, 24/7 learning and the flipped classroom.

• Drive economic development by providing students the skills and experiences they need to give Utah companies the

quality workforce that they need.

• Move towards 66% by 2020 P.A.C.E. Goals.

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

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

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

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

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

• Leverage LEA expertise in crafting technology processes and digital curriculum for evolving local needs.

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Weber School District Grant Application

Outline/Table of Contents:

LEA Overview:

I. LEA’s Results on the Readiness Assessment……………………………………………………………………………… Page 4

II. Inventory of the LEA's Current Technology Resources……………………………………………………………… Page 8

LEA Capacity and Goals:

III. Statement of Purpose……………………………………………………………………………………………………………… Page 13

IV. Implementation Process Structured to Yield an LEA’s School Level Outcomes…………………………. Page 17

Digital Curriculum – Instructional Tools:

V. Description of High Quality Digital Instructional Materials……………………………………………………… Page 21

VI. Detailed Three Year Plan for Student Engagement in Personalized Learning………………………….. Page 25

Personalized Professional Learning:

VII. Professional Learning…………………………………………………………………………………………………………….. Page 28

Assessment – Measurable Outcomes:

VIII. Three Year Plan for how an LEA will Monitor Student and Teacher Usage………………………….…… Page 32

Robust Technical Infrastructure:

IX. Three Year Plan for Infrastructure Acquisition and Process for Procurement………………….….…… Page 34

X. Technical Support for Implementation and Maintenance of the Program…………………….….…….. Page 36

Data and Privacy:

XI. Proposed Security Policies…………………………………………………………………………………………….…..…… Page 40

Budget and Resources:

XII. Budget…………………………………………………………………………………………………………………………….….….. Page 42

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

Weber School District participated in the Future Ready Assessment as part of the grant application process in

July of 2016. This assessment provided valuable insight for the District Technology Leadership Team as we

deliberated and refined our ideas to begin drafting this application. The first three pages are included below.

The full Future Ready Report for WSD can be found by CLICKING HERE.

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Weber School District

Digital Learning Readiness Score: 7.3 (of 10)

Date of Report: 07/11/2016

Technology now allows for personalized digital learning for every student in the nation. The Future Ready Schools District Pledge, according to the U.S.

Department of Education, is designed to set out a roadmap to achieve that success and to commit districts to move as quickly as possible towards a shared

vision of preparing students for success in college, careers and citizenship. This roadmap can only be accomplished through a systemic approach to

change, as outlined in the graphic below.

With student learning at the center, a district must align each of the seven (7) key categories, or

gears, in order to advance toward successful digital learning:

1. Curriculum, Instruction, and Assessment

2. Use of Time

3. Technology, Networks, and Hardware

4. Data and Privacy

5. Community Partnerships

6. Professional Learning

7. Budget and Resources

The outside rings in the figure emphasize the importance of empowered leadership and the cycle

of transformation where districts vision, plan, implement and assess continually. Once a district is

strategically staged in each gear, district leaders can be confident that they are ready for a highly

successful implementation phase that leads to innovation through digital learning.

This confidential report indicates your district’s readiness to implement digital learning. The chart below provides a snapshot of your district’s progress to

date across the seven gears in the Future Ready Schools framework.

Digital Learning Readiness per Gear This chart provides a snapshot of your district's Readiness Ratings across the seven gears in the Future Ready framework. After your district works on its

gaps, your team may want to take the self-assessment again and see trends over time.

Curriculum, Instruction, and Assessment

Use of Space and Time

Data and Privacy

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Digital Learning Digital learning is defined as the strengthening, broadening and/or deepening of students' learning through the effective use of technology. It

individualizes and personalizes learning to ensure all students reach their full potential to succeed in college and a career.

Digital learning can be enabled through a range of instructional practices. Much more

than "online learning," digital learning encompasses a wide spectrum of tools and

practices. It emphasizes high-quality instruction and provides access to challenging

content, feedback through formative assessment and opportunities for learning anytime

and anywhere.

Staging your district to implement digital learning successfully is a complex progress. It will include (1) investigating and researching new designs for

learning; (2) envisioning a range of possibilities and formally adopting a new vision; (3) collaboratively developing plans to enable that vision; and (4)

staging the implementation for success by enacting policies and capacity building measures. The following provides important information about the

foundation your district is establishing in support of digital learning.

Your District's Vision for Digital Learning

Your District's Uses of Technology for Learning

This table reports the status of your district’s uses of educational technology: Available in Your

District

In Your District's

Plans

Not Yet a

Priority

Online coursework X

Intelligent adaptive learning X

Digital content in a variety of formats and modes (i.e., visual, auditory, text) X

Assessment data (formative and summative) X

Social Media X

Blended learning X

Digital tools for problem solving (visualization, simulation, modeling, charting,

etc.)

X

eCommunication sites for student discussions X

eCommunication sites for teacher discussions X

Real-world connections for student projects X

Tools for students to develop products that demonstrate their learning X

Digital student portfolios X

Online research X

Vision for Students Included in Your District's Vision

No Yes

Personalization of learning X

Student-centered learning X

21st Century Skills/deeper learning X

College and career readiness X

Digital citizenship X

Technology skills X

Anywhere, anytime learning X

District Vision

Weber School District will ensure that each student will be provided an

opportunity to use technology and digital resources to enhance and expand

individualized learning. This will be achieved through the acquisition and

maintenance of hardware, software, training, user

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Your District's Digital Learning Environment

The following table presents the status of various elements of your district’s digital learning environment:

Elements in a Digital Learning Environment Available in Your District In Your District's Plans Not Yet a Priority

Presentation tools X

Multimedia production X

Social Media X

Productivity tools X

Document management X

Learning management system X

eCommunication tools - Asynchronous Tools X

eCommunication tools - Synchronous Tools X

Library of curated digital content X

Collaborative workspace X

Visualization tools X

Strategic Use of This Report The purpose of this assessment is to provide your district’s “readiness to implement” scores in the context of the seven gears in the Future Ready

Schools framework, as well as provide your district with a “way forward” in closing gaps. To do so, the Alliance for Excellent Education, in

partnership with the Metric Group, is providing rubrics for each element of the gears. To find your district’s way forward, simply note your district’s

stage of readiness as reported on the following pages, and map that back to the associated rubric. Target next steps by looking at the table cell that

represents the next level to the right. A score at the “staging” level indicates that your district is ready for implementation.

The rubrics have been developed based on the following levels of readiness:

Investigating (0-3) Envisioning (4-5) Planning (6-7) Staging (8-10)

District leaders are becoming more

deeply informed about emerging

research, trends, best practices, and

added value related to digital

learning. They are supported in

their investigation through

conference attendance, webinars,

and in-depth discussions at district

leadership meetings to ensure deep

understating that informs their

vision of digital learning.

District leaders have identified

viable new directions for the school

district. They have reviewed the

possibilities, built scenarios for how

those possibilities would look in

their district, and working in

tandem with key stakeholders,

established a common vision of the

future.

District leaders have established

indicators of success based on the

vision, set a baseline, and

conducted a gap analysis. They

have forged a plan for closing the

gaps and identified key strategies for

making progress toward those

targets. They have projected

benchmarks and milestones and

created timelines, associated work

plans, management plans and

budgets.

District leaders have enacted

policies, established new

structures, identified budgets and

assigned roles and responsibilities

that collectively stage the district

well for achieving the outcomes

described in the vision. Where

appropriate, they have undertaken

pilots to document the efficacy of

the elements of the plan. Once the

district reaches the staging level, it

is ready to begin full

implementation.

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

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

Implementation of the Three Year Proposed Program

Part A. Inventory of LEA’s Current Technology Resources, Including Software

See attached Inventory Below

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Narrative on Updates to the Technology Inventory:

Weber School District has added quite a few devices and desktops since the reporting of computing

devices, Wi-Fi access points and network gear for the School Technology Inventory, although the “district

facts” section has remained relatively the same. In our pursuit of increasing technology for student and

teacher use, we have added several desktops, Chromebooks, etc. The numbers have changed according to

the following table for quick reference (only the numbers that have changed are mentioned below):

Computing Devices Used in Schools (Updated Numbers)

Total for Student Use Total for Teacher or Administrator Use

Desktops Using Windows OS Original - 4454 Updated - 4598

Original - 2052

Updated - 2602

Laptops Using Windows OS Original - 666

Updated - 96

Original - 340

Updated - 469

Google Chromebooks (including new Chromeboxes)

Original - 1274

Updated- 6247

Original - 12

Updated - 42

Android Tablets Original - 455

Updated - 26

Original - 74

Updated - 0

iOS Tablets Original - 2303

Updated - 2363

Original - 242

Updated - 0

ACCESS POINTS (per classroom compared to 0.58 Statewide)

Original - 0.55 Wi-Fi Access Points

Updated - 0.79 Wi-Fi Access Points

As is shown in the above table, Weber school District has worked very hard to increase the number of

desktops and wireless devices as well as wireless access points. Obviously, the ‘Age of Wireless Gear in the

District’ section’s numbers have changed in accordance with the addition of wireless access points. Originally

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it was stated that 93% of our ‘Wireless Gear’ was 3 years or more old. As we have significantly increased the

number of wireless access points in the last year in preparation for this grant, we have increased that 7% to

closer to 25% of wireless gear being 1 year old, thus lowering the 93% of gear that is 3 years old to closer to

70-75%.

Weber School District recognizes that keeping a current inventory of our existing technology is very

important and we will continue 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

Page 11 of Utah’s Master Plan for Digital Learning describes Utah schools as having “a rich history of

successful initiatives and forward thinking movements.” It goes on to say that, “at the same time, we realize

that there is more to be done to help prepare our students for...an ever-changing world.” This could not be

more true for Weber School District’s implementation of technological initiatives. Weber School District has

been a leader in establishing a safe, viable and trustworthy network for all of its students and teachers to

utilize. WSD became a leader several years ago in its implementation of the necessary components of an

advanced network, i.e. a 2 gigabyte line running from the Data Center to every school, which runs to an

adequate number of network switches, wireless patches and wireless access points in most of the

schools/educational areas district-wide; therefore, we embody the above statements in ‘Utah’s Master Plan’.

There was a great deal of ‘forward thinking’ by administrators in the last 15 years and our students have

enjoyed those ‘successful initiatives,’ but, we agree more needs to be done--especially as those technologies

implemented early on reach their ‘end of life.’ Because we already have a very successful and safe network,

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valuable resources such as the Digital Teaching and Learning grant don’t have to be used on creating a

network; rather, they can be used to upgrade and support our existing network so that Weber School District

is ready for that ‘ever-changing world’ mentioned above with the latest technologies which are ultimately

meant to support true, individualized and engaging student learning.

Existing technologies in Weber School District such as our Network switches, wireless access points,

existing desktops and wireless devices will not only be ‘integrated into,’ but are essential elements of our

proposed Three Year Plan as we propose to use those funds to shore up our existing wireless infrastructure,

making sure there is adequate wireless coverage in every educational space in Weber School District, along

with establishing a viable user support structure, as well as rolling the existing wireless devices into our pursuit

of a true 1:1 wireless device plan so that every Weber School District student and teacher can begin to enjoy

technology that does not supplant, but rather supports excellent teaching. The WSD technology leadership

planning team recognizes that it is imperative to have a strong network infrastructure as well as a strong

knowledge infrastructure prior to introducing wireless devices to students in great numbers. Without proper

planning and foresight by the committee, along with great input from all stakeholders, these devices and their

accompanying software and programs will become just another distraction to students rather than the

essential support to individualized learning they could be.

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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

RATIONALE AND BACKGROUND:

As the WSD Technology Leadership Planning Team worked to articulate a statement of purpose that

would successfully describe the objectives and goals Weber School District would accomplish by implementing

this program, the district’s Strategic Plan was referred to often. It became an essential document in creating a

three year plan that would align new digital learning goals with the existing goals identified in the Strategic

Plan. The completed Future Ready Readiness Assessment was also referred to quite frequently as it

highlighted areas that Weber School District might spend more resources on developing. For example, goals

one and three in the Strategic Plan deal with providing ‘relevant and comprehensive instruction’ to WSD

students as well as ‘meeting the individual needs’ of all students. In addition, goal 4 specifically states that

technology will be ‘utilized to support teaching and learning.’ These are excellent goals and align perfectly

with the vision and guiding principles stated at the beginning of this application which match those listed in

Utah’s Master Plan for Digital Learning.

However, it became clear after completing the Future Ready Readiness assessment that, although the

committee felt very good about Personalized Learning and scored quite high in that area, Curriculum,

Instruction and Assessment yielded one of the assessment’s lowest scores even though these two areas

should go hand-in-hand. This is obviously an area Weber School District needs to address as the Technology

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Leadership Team forms digital learning goals and looks to measurable outcomes that might be accomplished

by reaching these goals in the next three years. (Click here to see Weber School District’s Strategic Plan).

After completing the Readiness Survey, discussing our goals as a committee and then seeking feedback

from multiple stakeholders, the Weber School District Technology Leadership Team decided to work toward

the following goal:

Weber school District will see a 5% increase on each school’s performance on SAGE using a baseline

of the school’s 2015-2016 SAGE proficiency scores by the end of the third year of the program’s

implementation.

Although this goal was one of two options identified by the state for LEAs to choose, it happens to be a

very applicable goal for Weber School District in that little growth and in some cases, on the secondary level, a

slight drop in our SAGE scores has been seen, specifically in Language Arts, in the last two years. This is

identified in the following table:

SAGE Scores 2013-2014 Language Arts Math Science

37% Proficient 34% Proficient 39% Proficient

SAGE Scores 2014-2015 Language Arts Math Science

40% Proficient 40% Proficient 43% Proficient

SAGE Scores 2015-2016 Language Arts Math Science

40% Proficient 43% Proficient 46% Proficient

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Root Causes:

During the process of settling on the above goal, the Leadership Team researched what the specific

root causes might be for the lack of growth in the area of Language Arts as compared to Math and Science.

Going back and looking at Weber School District’s professional development history for the last couple of

years, it was noted that a major emphasis has been placed on unpacking math and science standards,

whereas, because Language Arts scores were the higher scores, less emphasis was placed in those areas.

Evidence shows that when teachers focus on specific standards, growth occurs, and this was definitely the

case in the math and science scores as the emphasis was moved away from Language Arts. Now the challenge

will be to keep the consistent focus on math and science, while adding the focus on language arts.

OUTCOMES:

Long-Term Outcomes:

As stated in Utah’s Master Plan for Digital Learning, the long-term outcomes should focus on student

achievement and workforce readiness. Weber School District also sees this as a valuable goal to work toward

and hopes to see gains in at least 5% after three years in student achievement measured by proficiency on the

SAGE assessment--specifically in the Language Arts subgroup. With the individualized student learning and

work in that area identified in the digital learning plan, Weber School District should expect growth above 5%

in student proficiency which will translate to a more college and career ready student body.

Intermediate Outcomes:

Progress toward the Long-Term Outcome will be indicated by successfully reaching the intermediate

outcomes which will be measured by an increase in proficiency on the SAGE assessment in the English

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Language Arts subgroup by more than 1% each year of the plan as a greater emphasis will be placed on that

subgroup.

Direct Outcomes:

The direct outcomes will indicate progress toward the intermediate and, ultimately, the long-term

outcomes. A direct outcome of implementing the digital learning plan in 2016 will be an increase in students’

engagement as the level of technology successfully utilized in the classroom increases and will be articulated

in the following sections detailing digital curriculum and student engagement (sections V and VI). In addition,

each school in the district will raise its level of readiness for digital learning as measured by an assessment to

be created by the Technology Planning Team that will determine level of readiness and technology

implementation in year 2016 as a baseline, and will be measured annually thereafter to assess the growth in

each school.

Summary:

Annual Data Collection will show a 5% increase on SAGE proficiency by year three of the plan’s

implementation. Intermediate measurements will indicate a growth of more than 1.5% on SAGE proficiency in

the Language Arts subgroup each year as we work toward the 5% increase on SAGE proficiency overall. A

direct outcome of implementing the plan will be an increase in student engagement and a higher level of

readiness for digital learning starting in 2016 and measured annually thereafter to ensure growth.

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IV. Implementation Process Structured to Yield an LEA’s School Level

Outcomes

A single table is provided for ease of viewing Weber School District’s plan for implementation.

Activity Timeline (Dates) Roles/Responsibility Communication

User Support Structure

Restructure existing Tech Services Dept. and hire two new employees to provide adequate support in each building with the goal of 1 full time tech in each High School and 1 tech to split time between a junior high and elementary

Completed by end of 2017, continued in the budget through life of grant.

Tech Services Director, District CFO and Superintendent

Meetings were held with Superintendency and CFO to approve new hires

Wireless Devices (Chromebooks)

Add approximately 1600 Chromebooks to our existing inventory of wireless devices. (Language Arts)

800 to be purchased spring of 2017; 800 for start of school 2017-2018

Tech Services Director and WSD purchasing Agent

Meetings to be held with each junior high school principal, PTSA and community council for explanation prior to deployment.

Add approximately 1600 more Chromebooks to our existing inventory. (Science)

1600 purchased for start of school 2018-2019

Tech Services Director and WSD purchasing Agent

Meetings held with each junior high school principal, PTSA and community council for explanation prior to deployment.

Professional Development

Create/Finalize online professional development content

To be finished by spring of 2017

Tech Services: Technology Training Coordinator and

Flyers sent via email to explain professional development

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consisting of videos, documents and tutorials for teachers to prepare to receive a classroom set of Chromebooks. (WSD EVOLVE Program found at www.training.wsd.net)

Technology Supervisor

opportunity; visits made by Tech Supervisor to faculty meetings in secondary schools to provide guidance. Explained in detail on the district website. Trainings provided as needed within the schools.

Create a core group of Google Certified teachers in each junior high school and provide stipends for those willing to obtain the certificate and train others within their building.

Begin classes/trainings Spring of 2017, completed by start of school 2017-2018

Do the Same training again in 2018-2019 to expand number of Google Cert. Teachers.

Tech Services Technology Training Coordinator, Technology Supervisor and High School Teachers

Flyers sent via email to explain professional development opportunity; visits made by Tech Supervisor to faculty meetings in secondary schools to provide guidance. Explained in detail on the district website.

Software Identify an LMS and begin to develop curriculum content for a repository. (Most likely ‘Canvas’)

Identification and acquisition in 2016-2017, full implementation by fall of 2018

Technology Leadership team, Curriculum Department, Tech Services Director and Supervisor, Superintendency

Meetings to be held twice a month in Tech Services to discuss development, acquisition and use of new LMS.

Obtain and utilize additional software to support individualized student learning, i.e. Edivate, Aleks, etc.

Identification and acquisition in 2016-2017, full implementation by fall of 2018

Technology Leadership team, Curriculum Department, Tech Services Director and Supervisor

Meetings to be held twice a month in Tech Services to discuss development, acquisition and use of new LMS.

Network Replace/upgrade existing Wireless Access

Completed by Spring of 2017

Tech Services User Support techs,

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Points to ensure complete reliable wireless coverage in preparation for increased numbers of wireless devices on the network.

Network Services Manager, Technology Director

Replace/Upgrade Wireless controllers that are reaching ‘end of life’ in preparation for increased volume on the network.

Completed by Spring of 2017

Tech Services User Support techs, Network Services Manager, Technology Director

Review Goals/Create Assessments/ Obtain Feedback

Will meet monthly at first, and then quarterly to create/finalize usage assessments for measurement (as described in section III) and to send out and evaluate usage surveys, as well as review implementation goals.

Monthly in 2016-2017, quarterly through 2019

Technology Leadership Team

Findings will be presented to the local school board in 2017-2018. Full details of usage and implementation with data will be presented on the district website as well as in administration meetings/ community councils.

Stakeholder Engagement and Communication Plan:

Weber School District’s Technical Services Department, along with the Technology Leadership Team

will ensure stakeholders are aware and understand the digital learning plan by sending out Infographics

and information via email, post information via the District website, and regularly visiting schools’ faculty

meetings to answer questions and bolster support as teachers further their professional development

through their Google Certification and trainings in additional student learning software to be purchased.

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In addition, Tech Services and the Leadership Team will offer surveys for feedback as well as a create a

polished Digital Implementation Matrix to aid in teacher training and help teachers gauge their level of

readiness for digital learning. Tech Services will provide implementation data to USBE on an annual basis

as well.

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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

It is the goal of Technical Services, as well as the curriculum department and Superintendency to

provide students with consistent opportunities for personalized learning, anytime-anywhere in a digital

format. Students are provided with multiple opportunities to write using digital platforms as well as

reading and responding to reading in a digital environment both while they are at school and at home.

Weber School District offers a wide variety of software resources already available to students

delivered via our network so that students can utilize digital learning that is individualized for the way they

learn and ‘just in time’ when they need it. In other words, learning that is available at home as well as at

school via Google Apps for Education, Utah Compose, Pioneer Network, Follett, Follett Destiny, World

Book in the elementaries, etc. These resources are already in place and will support the digital learning

plan as students have more opportunities to work on a wireless device to assist their learning and

engagement.

Through the digital learning plan stated in Section IV, additional software will be identified and

selected by the Weber School District Curriculum Department, Tech Services, Superintendency and

Technology Leadership Team in the 2016-2017 school year (to be implemented early in the 2017-2018

school year) that will continue to assist students by delivering individualized learning. Teachers will also be

assisted and supported as they move content onto a Learning Management System such as Canvas so that

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their content can be easily accessed digitally. Tech services will utilize the excellent professional

development plan offered by Canvas as teachers use the software so they can hit the ground running.

Canvas easily connects with Weber School District’s grading program, so teachers will have the support

they need to utilize the software to its fullest.

Additional software such as Edivate, ALEKS, etc. will continue to be purchased to assist Weber School

District teachers in personalizing learning for students and to reach our overall goal of raising SAGE scores

5%, specifically in Language Arts, although we do not anticipate using this grant money to purchase that

software.

FIDELITY

In each case (software purchased using this grant or purchased another way), WSD Tech Services will

utilize our Technology Training Coordinator to ensure that purchased software is used according to the

requirements suggested by the software provider. The Tech Services Training Coordinator as well as the

District Technology Supervisor will work with building administrators to oversee usage to ensure best

practices for each software are being utilized by teachers. Regular reports will be run to monitor usage of

purchased software so Technical Services can use that data to inform decisions about training and teacher

needs, and to mitigate unforeseen challenges that might arise during use, throughout the life of the Digital

Teaching and Learning grant. Weber School District consulted with Tom Greaves in multiple discussions at

length and will act on his recommendation to look seriously at adopting a tool such as ‘LearnPlatform’ to

measure fidelity in our district’s use of EdTech. Tech services will begin evaluating ‘LearnPlatform’ and

similar software immediately.

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Alignment of Digital Instructional Material to Student Performance Targets/Customizing Multiple

Sources/Using Data to Inform Instruction

As was stated in section III, the overall goal is to raise Weber School District’s SAGE scores, but to focus

on Language Arts, specifically. Weber School District has several tools already in our arsenal to aid in

classroom instruction in Language Arts as well as math and Science to help reach performance targets. These

include McGraw Hill Wonders in the elementary Language Arts, Houghton Mifflin Harcourt Digital Collections

for English Language Arts in the secondary schools, Pearson and ALEKS for math in the secondary schools.

Technical Services works very closely with the Curriculum Department to ensure that purchased software is

vetted and aligns with (and will help meet) the goals and standards set by the State, District and individual

School. In addition, Weber School District has Curriculum Specialists for each content area and curriculum

teacher leaders that meet regularly with teachers in each content area to make sure teachers are trained on

using software that can best help them create engaging lessons. These curriculum specialists and teachers

leaders are also extremely competent in the use of digital learning material and assist teachers as they select

the digital content that they feel is appropriate and will best help them tailor their instruction to meet the

needs of their students and to be able to differentiate that instruction where necessary. The impact on

students will be intense in the secondary Language Arts classes, for example, as teachers are currently being

trained by ELA curriculum specialists on the use of a software called “NewsELA.” This software builds reading

comprehension by ‘leveling’ articles for each student individually based on their measured reading level. The

addition of Chromebooks to these Language Arts classes will only increase students’ engagement and teacher

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effectiveness as these articles can be easily accessed in class for each student and the learning is already

individualized without any extra work from the teacher.

Weber School District has adopted the new educator evaluation process that requires teachers to

identify and use a Student Learning Objective (SLO) that will demonstrate student growth. Teachers use the

data obtained from measuring these SLOs to guide their instructional practices. In addition, all teachers in

WSD schools meet regularly in PLCs in which data reports gleaned from our many digital tools are accessed

and reviewed (whether it be from shared, google docs or MasteryConnect). This data is then used to inform

instruction under the guide of competent Administrators. Every SLO used in WSD can be accessed using the

following URL: http://wsd.net/departments/education/curriculum/student-learning-objectives-slos .

Necessary and Appropriate Software for Special Education Students

Weber School District does not anticipate using this grant money to fund any software specific to

special education as those tools are already in place and funded from a different source. However, the

addition of wireless devices into the schools according to our plan outlined in section IV includes a classroom

set of Chromebooks for each Language Arts Special Education teacher in the junior highs. The special

education teacher will be included in all trainings along with the regular education teachers. In addition, these

devices can be utilized to run our existing software tools in the Special Education classes such as Read 180 and

Ablenetinc, a software we are currently evaluating that is a supplemental cloud-based suite of educational

activities for math and language arts. Weber School District also has purchased and ‘pushed down’ Google

Add-on Apps such as ‘Read&Write’ by Grammerly for Chrome that can be used on the Chromebooks to have

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text read aloud. These ‘add-ons’ were purchased specifically for our Special Education population, but can be

used by any student desiring to have text read aloud.

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

Including a Three Year Plan for Digital Citizenship Curricula and Implementation

Three Year Plan for Personalized Learning:

Ultimately, this whole plan is centered on personalized learning for students. The network has to be

robust, reliable and safe so that students can access the material they need in order to learn in the way

that best suits them. Therefore, a major portion of the plan serves to shore up Weber school District’s

existing network and update the older switches, wireless patches and access points; without a solid

infrastructure, putting devices in students’ hands and sending them out on the internet is not safe or

responsible and would ultimately end in frustration for the student and teacher as they would most likely

have trouble gaining access to a very busy network.

According to Weber School District’s digital learning plan, after the network is upgraded and updated,

a major portion of the grant will be allocated to wireless devices beginning in year one and into years two

and three. The plan for implementation is as follows: in year one, every Junior High School Language Arts

teacher (including Special Education Language Arts teachers) will receive a classroom set of Chromebooks.

In other words, every junior high school student will have access to a wireless device at some point (and

probably multiple points) during the day. Students will consistently be given the opportunity to access and

engage in writing using Google Docs, Utah Compose and the Google classroom for discussion.

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They will be able to access their teachers’ LMS in order to personalize their learning based on their

specific needs as well as having multiple opportunities to engage in critical thinking, communication and

creativity throughout the school day via their LMS, Google Classroom or teacher’s blog. In year two of the

grant Weber School District plans to expand the number of Chromebooks in the junior high school to every

science teacher’s room as well, thereby vastly expanding not only student access to digital content, but

also student engagement as they take part in digital learning activities in multiple courses and multiple

content areas. In year three, we will evaluate how the introduction of devices is going and decide whether

it would be better to add more, or continue training teachers that have existing devices.

In addition to students being able to access their teachers’ LMS on Canvas and take advantage of

opportunities for personalized learning inherent in being able to access a class whenever/wherever it is

needed, Weber School District will also continue with its available tools for personalized learning. So for

years one, two and three of the digital teaching and learning plan there are several different types of

software that will be used on the devices we introduce that will help students personalize their learning.

For example, Wonders, Imagine Learning, Overdrive, ALEKS, HMH suite of online curriculum for Language

Arts, not to mention Google Apps for Education and Chrome add-ons and extensions WSD has implemented are

programs used frequently and all focus on specific content areas to ensure that students have CONSISTENT

opportunities to use digital tools in most, if not all, of their classrooms based on their learning needs. As was stated

in section V, curriculum specialists as well as curriculum teacher leaders in WSD are well-trained in using this digital

material to help teachers create Units, and lessons that can be personalized for each student’s learning which will

help those teachers and students reach their specified learning targets. With the addition of digital devices in the

schools, students will have greater access to this core content and tools for personalized learning which, through the

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guidance of well-trained teachers, can ultimately help them increase their proficiency on the SAGE test, and thus

help WSD reach our digital teaching and learning goal outlined in Section III.

Teaching Digital Citizenship:

Weber School District is fully CIPA-compliant and has an existing comprehensive plan for teaching digital

citizenship. Using content provided by “Common Sense Media.” A full course for digital citizenship has been

developed for each school grade (1-12) and is taught in 5 to 7, one half hour sections at the beginning of every

school year. Subjects range from cyberbullying to internet safety and copyright laws and are delivered in

modules for maximum retention during the year. The following is a screen-shot example of the 7th grade

course:

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Personalized Professional Learning

VII. Professional Learning

Weber School District and the Technical Services Department understand the great responsibility of

developing its teachers’ capacity in utilizing technology in the classroom. Weber School District already has a

great culture of support and training toward technology for educators and will work to continue and advance

that great culture. Our goal is identical to that found in Utah’s Master Plan for Digital Learning in that we

want to “create technology-rich classrooms and schools where teachers will teach and student will learn.” This

is best accomplished by highly collaborative professional learning and great support once the teacher takes

that ‘professional development’ into the classroom and implements it.

Weber School District and the Technical Services Department currently offer “BRAINBLAST” at the

beginning of every year. Brainblast is a two-day, professional conference that has become one of the best

means for Personalized Professional Learning offered during the year. Brainblast employs a staff of ten

‘Technology Leader-Teachers’ who create courses based on the current educational technology being utilized

in classrooms (this year we focused on Google Apps for Education). Weber School District teachers--

specifically those that are new to the classroom--are invited to come to the conference, attend a keynote, and

then participate in several courses designed to help them increase their ed-tech abilities. Brainblast is a yearly

conference funded by our CTE department and Tech Services and will continue to be offered throughout the

life of the digital learning grant. This will be one place we focus great training on Chromebooks for teachers

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that will be getting classroom sets in the 2016-2017 school year according to our digital teaching and learning

plan identified in section IV.

In addition to Brainblast, Technical Services currently has several means for professional development

in place. One of our biggest assets is our Technology Training Coordinator. The Coordinator has already

created online professional development courses teachers can utilize using “moodle” (a free LMS). Teachers

and administrators can also access the newly-created “Evolve” technical training website for both scheduling

training and brushing up on existing training. Over the next year, our “Evolve” courses will join with our

existing ‘moodle’ training courses to become a comprehensive source for training on all things educational

technology related--from Google Classroom to SMART board training. Our courses will be delivered using an

LMS and can be reached anytime the teacher or administrators want to start a course, whether that be single

teachers during their prep periods or groups of teachers in a PLC.

Weber School District also utilizes Edivate in our professional development and has acquired sixty sets

of “Swivl” cameras to be used in ongoing professional learning and development in teachers’ classrooms.

It is evident that Weber School District already has a large amount of opportunity for educational

technology training and personalized professional development available for administrators and teachers.

However, as we move to implement the Digital Teaching and Learning Grant we will only increase our amount

of ongoing professional learning. As is noted in the Digital Teaching and Learning Plan in section IV and the

budget section (XII) our goal is to offer stipends to teachers that will work with our Technology Supervisor and

Technology Training Coordinator to become Google Certified Educators beginning in January of 2017

according to the following plan: The Tech Training Coordinator will work with the Technology supervisor (who

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was a secondary Language Arts teacher and district Language Arts teacher leader) and the current Language

Arts curriculum specialist to deliver training to each junior high Language Arts teacher (including the Special

Education Language Arts teacher). Substitutes will be provided by each school for the teachers (approximately

7 per school) to meet together two schools at a time and be trained in all things Google prior to taking the

certification test, but each training session will be created in the context of a Language Arts classroom using

Language Arts lessons and content strategies, thus teaching the specifics of Google Apps for Education, and

modeling best practices using technology at the same time. For example, as Google docs are covered, it will

be in the context of peer review, revision and the writing traits all delivered via the Google Classroom that

teachers will be enrolled in.

Because our goal is to increase all SAGE scores, but we’re focusing on Language Arts the first year,

many trainings will focus on a Language Arts curriculum and digital tools. As noted in the plan in section IV,

the focus will shift in year two to science teachers as we introduce classroom sets of Chromebooks to each

Science teacher in the junior high. As we shift the focus, so will the focus for our Google training shift and we

will work closely with the Science curriculum specialist to offer all GAFE training to be in the context of Science

lessons, science content strategies and best practices using technology in the science classroom, training

science teachers in year two in much the same way that we trained the Language Arts teachers in year one.

For example, as we cover the use of Google Sheets, teachers will be trained in the context of collaborating on

a spreadsheet to gather data during an experiment.

These teachers (Language Arts and then Science) will then become technology mentors in their

buildings and train each other in best practices using digital technology tools and resources. In addition,

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Weber School District’s Technology Supervisor and Technology Training Coordinator will begin our “Weber

Master Teaching Series” training offered as a pilot in 2016-2017. This will be a once-a-month professional

development opportunity based on the “edcamp” model and will be offered at different schools around

Weber School District throughout the year. Teachers will be invited to attend and will be both leaders in

discussions as well as participants in those discussions--the idea being teachers teaching teachers in best

practices and use of educational technology. Attending teachers will earn ‘badges’ as they attend to be used

to become technology teacher trainers in their own buildings as they earn more and more badges and have

become ‘Google Certified.’

It should also be noted that we will continue to participate in the professional learning and

implementation support offered by USBE and UETN. Our goal is to offer teachers a HUGE amount of personal

professional development training using several resources to ensure the smoothest and most efficient

adoption and delivery of digital resources and devices as possible.

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

Program Technology

Using such exemplars as the Florida Department of Education’s “Technology Integration Matrix,”

Weber School District Superintendency, The Technology Leadership Team and Technical Services Department

will work together to create our own version of an implementation matrix. Work has already begun on our

own ‘Digital Usage Matrix’ and will be completed by January of 2017 using input from several stakeholders

including parents, teachers, administrators and students. This ‘Matrix’ will not only become a means to

measure our level of digital usage but will also be a model for best practices for our teachers. It will also

present a context for ‘next-level’ planning as educators and administrators look for technology-related

professional development in their quest for continuous improvement. This ‘matrix’ and an accompanying

survey will be administered toward the end of the 2016-2017 school year to be used as a baseline for

gathering and measuring data going forward.

Weber School District will, on an annual basis, use the newly-created ‘Digital Usage Matrix’ to check on

the status of teachers’ progress towards the integration of technology into the classroom and their instruction

and to identify the percentages of teachers who are at certain levels of integration, i.e. Entry, Adoption,

Adaptation, Infusion and Transformation, in order to better gauge the level of professional development

needed and to target those areas throughout the year.

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In addition to the ‘Digital Usage Matrix’ that is currently being created in Weber School District, several

and varied sources of data will also be used to measure teacher and student usage as we implement the

digital learning plan going forward. Technical Services will use web analytics and participation tracking to

measure student use. Weber School District will also offer a student and teacher survey to be given at the

start and end of each school year to measure the implementation and impact of utilizing greater technology in

the classroom. Administrators will also provide the Technology Leadership Team and Tech services with

general observation data they have monitored within their classroom observations to help measure the level

of implementation and use of technology in the classroom on a yearly basis and will provide that

implementation data to USBE on an annual basis.

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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

Weber School District has been involved for several years now in reaching the goal of reliable wireless

coverage in all instructional spaces. As was evidenced in the Technology Inventory in section II, in the last

year alone WSD has increased its wireless coverage by almost 25%. This is largely possible thanks to a

great working-relationship between the technology department and each of the schools/principals. In

addition, there have been significant additions in the last several years to the District’s Data Center with

robust servers the schools have quality wireless patches and 2GB of data running to each building.

However, there are still improvements to be made as we work toward the goal of complete and

reliable wireless access in all instructional spaces--especially as part of the grant deals with adding many

new wireless devices to the network.

We currently have coverage, but not in the density that is necessary to support the addition of

hundreds of new devices. Part of our digital learning plan also requires upgrading from 802.11n wireless

access points to the new 802.11ac wireless access points. These new access points will be the industry

standard and will be able to handle the new Chromebooks easily. As was mentioned in our plan in section

IV, we understand that a robust infrastructure is necessary BEFORE we introduce wireless devices, and

therefore will undertake to upgrade wireless switches and access points in the first year (2016-2017) so

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devices can be introduced in the second and third years under better wireless coverage and a stronger

network. Using e-rateable wireless access points, switches and routers, we will also be able to put current

and future additions to the infrastructure on a refresh schedule so our infrastructure stays relevant and

sound. The Technology Department’s intent is to purchase the resources, and when the e-rate rebates are

received, put that money right back into the refresh schedule so our network can be self-sustainable.

WSD has applied for category 1 e-rateable items up to this point only. FY 2016-2017 will be the first

year WSD will apply for category 2 e-rate to help with the cost of our network switches and wireless access

points. The selected e-rate eligible items WSD will apply for reimbursement this year are Network

Switches, Wireless Access Points, and Wireless Controllers. CLICK HERE to access WSD enrollment and

NSLP Income Eligible Data.

Inventory Tracking

For inventory tracking, Weber School District has developed a twofold process. We have enlisted the

expertise an outside vendor, Dynarama, to track serial numbers, locations and refresh information. They have

an up-to-the-minute count of all equipment in use within the district.

Weber School District also inventories fixed assets through our IFAS software system. A tag listing the

serial number, purchase order number and fixed assed id is placed on all equipment over $500 that comes into

the district. Each item is coded to the location at which it is installed or used. Audits are conducted each year

to insure that equipment is being effectively tracked.

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In addition, the Technology Department maintains several pieces of software that allows us to track

our devices. First, we utilize the Google Management Console to track all Chromebook devices. Second, we

use Cisco Prime as well as Microsoft System Center to track our networks switches and wireless access points.

We also use VmWare AirWatch to manage our Apple products. We are committed to continue to track our

equipment both for the purposes of this grant and for our own internal processes.

X. Technical Support for Implementation and Maintenance of the Program

Restructuring of User Support Specialists:

An important part of the digital learning plan is increasing the number of User Support Specialists out

in the schools so that tech help is never far away from a teacher’s class. Weber School District understands

the burden for supporting technology should never be on the teacher. Part of what this grant will allow the

Technology Department to do is to add two additional FTE’s in order to have one User Support Specialist in

each high school full time. Some of our existing USSPs’ schedules/locations will be moved as well so that once

the grant is awarded we will have one tech for each high school and one tech sharing a junior high and

elementary (where the support requirements are a bit lower). In other words, we will be 1:1 in the high school

and 1:2 in the junior highs and elementaries.

Part of the plan also deals with increasing the number of days the USSPs work so that the Technology

Department will be able to reimage/update the increased amount of Chromebooks during the summer while

they are not being used in classes.

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Weber School District has a very efficient support procedure in place currently, as there is a very well-

defined chain of command, procedures are not only written down and followed, but they also have the full

support of the superintendency and building-level administrators.

Inventory and Tracking Process

Device inventory and tracking is facilitated by the use of two separate management systems. AirWatch

by VMware is used for the management of Ipads and Android devices. Google Admin Console is used for the

management of Chromebooks. Both systems are centrally located but accessible through the use of the

Airwatch (Ipads)

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The Airwatch management console provides a full range of management and control options for IOS

devices. Through the use of profiles, devices features can be configured to be in compliance with district

security protocols.

● The deployment of applications to devices is controlled by the console. Device groups created within

the console are used to organize devices based on location and grade.

● Application licenses are inventoried and tracked according to school location assignment

● Network access is controlled by the assignment of a WiFi profile specific to each school location.

● The physical location of each device can be monitored in conjunction with FindMyIphone. If

determined to be lost or stolen, the device can be disabled and all district assets can be removed.

● Reports within the console can be used to gather data on device hardware, software, and usage.

Google Admin Console (Chromebooks)

Google Admin Console

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The Google Admin Console enables district technicians to manage Chromebooks deployed throughout

the district. Similarly to AirWatch, the console uses profiles to configure and secure ChromeOS-based devices.

● Application deployment is controlled from within the console. Application deployment is based on

user.

● The console provides Google license management and device inventory.

● Reports within the console can determine equipment location, usage, and software version.

● WiFi access is controlled via profiles and is restricted based on location

● Profiles are used to restrict device access and configure devices based on student need requirements

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Data and Privacy

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

Remediation of Identified Lapses

Weber School District is in full compliance with required policies regarding ‘Acceptable Use,’ Security

and the protection of Student Data. These policies are signed by every user, every year and if they are not

signed by the second week of school, the user’s account is locked until the ‘Acceptable Use Policy’ is signed

and agreed upon.

These policies are also available on our district website and are reviewed yearly in each school’s

opening faculty meetings. Weber School District’s Technology Supervisor, Director and Technology Training

Coordinator take part in at least one Community Council meeting every year for every school to both answer

questions about student safety online and to advocate for these policies.

To access Weber School District’s Appropriate Use Policy, as well as the Student Data Policy, CLICK HERE.

Security Audits

As part of this grant application, WSD will either contract with UEN or another entity to conduct a

comprehensive security audit beginning year 2016-2017. Weber School District has, in the past, performed in-

house security audits and made necessary changes to ensure effectiveness of security and privacy, but

recognizes the value of having a third party conduct an external audit. This will become standard practice

beginning year 2016-2017.

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Remediation Plan for Security Lapses

In the event of a security lapse, WSD Tech Services will investigate any cause and work swiftly to

ensure that measures are taken to identify the cause and treat the symptom. If the security lapse involves a

breach, all necessary parties will immediately be notified, pursuant to Utah Law. Of course, all affected parties

will also be notified if the breach includes student information. WSD commits to find potential security

concerns via annual security audits and remediate the concern BEFORE a security lapse happens.

Security Training

Beginning year 2017-2018, as part of this grant application, all WSD staff will be required to participate

in a security training delivered via Canvas LMS prior to the start of school year as part of their yearly

agreement in the Acceptable Use Policy. The security training will be centered on 3 major topics—Malware,

Phishing and Password security. Building level administrators will keep a list of WSD employees that have

completed security training each year. This list will be placed right along the yearly training on Blood-Borne

Pathogens and the Right to Know trainings.

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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

Program

Code Program Compensation Non Comp Budget

17 Yearly Computer Replacement $41,165.00 $1,664,682.00

985 Yearly Elementary Testing Labs $61,494.00 $238,506.00

993 Computer Tech/Training $31,500.00

994 Misc Technology $145,696.00 $24,718.00

995 Electronic Maintenance $602,439.00 $203,943.00

996 Computer-Instructional $4,300.00

997 Ntwrk Support/Circuit Charges $500,000.00

998 Data Processing $628,487.00 $263,453.00

5379 Internet Implementation $39,800.00

5385 District Systems Software $90,000.00

5814 ETI One Time Funds $401,269.00 $341,005.00

5815 ETI - Technology $57,633.00

9034 Software Licenses $189,500.00

Totals $1,880,550.00 $3,649,040.00

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Part B. Budget for Grant Funding Year 1 – 3

(PARTS B-E are Combined in the following narrative)

Total cost of ownership for student devices includes the acquisition price of the device as well as all of

the costs associated with supporting that device. The acquisition cost is actually less than half of the total cost

of support and ownership. We believe the intended goal of the Digital Teaching and Learning Grant Program is

to increase student learning using digital individual student resources. That goal aligns with Weber School

District's Technology Plan and Strategic Plan mentioned in section III. The resources needed to achieve that

goal consist of a combination of a robust and secure network (including wireless accessibility and density),

student devices, appropriate software, user support personnel and student/teacher professional development

and training. If all five of those are addressed equally, technology will be able to assist the teacher in

individualizing instruction and organization for the appropriate needs and capabilities of each student.

In our efforts to move to individualized student devices for the whole district we want to acquire the

technology and personnel needed to support that volume of student devices. Our goal is to have one onsite

technician in every high school as well as 1 technician to every two junior highs and elementaries. In order to

achieve this, we will restructure our current technical services department and move some of the district

technicians to schools as well as hiring two additional techs and increasing the number of working days from

188 to 205 for all of our school based user support specialists. This will cost ~$100,000 each year moving

forward.

To support the number of student devices that this grant will provide as well as the increased number

of devices that other budgets will be funding we will need to replace many of our existing wireless access

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points. We will also institute a refresh schedule for access points going forward. Below is the schedule for

access point replacement and refresh:

Qty Model # Replacement Year Cost

186 AIR-LAP1042N-A-K9 2016 $111,600

30 AIR-LAP1142N-A-K9 2016 $18,000

1 AIR-LAP1262N-A-K9 2016 $600

86 AIR-CAP1602I-A-K9 2017 $51,600

40 AIR-CAP2602I-A-K9 2017 $24,000

96 AIR-CAP3502I-A-K9 2017 $57,600

797 AIR-CAP2702I-A-K9 2018/2019 $478,200

202 AIR-CAP3702I-A-K9 2020 $121,200

36 AIR-AP2802I-B-K9 2020 $21,600

The replacement needs for 2016-17 are $263,400. We will use $170,000 of HB277.

The replacement needs for 2018-19 are $478,200. We will use $25,000 of HB277.

The replacement needs for 2019-20 are $142,800. We will use $25,000 of HB277.

In addition to wireless access points, in order to increase our capacity for individualized devices, Weber

School District will use HB277 funding to assist in replacing our wireless controllers. As mentioned in our

Technology Inventory, many of the current controllers are 7+ years old.

The replacement needs for replacing wireless controllers in 2016-17 are $175,000. We will use $75,000 of

HB277.

According to our plan, as we work toward 1:1 instruction we are going to start at the junior high school

and address Language Arts. We will lease 1600 Chromebooks at the cost of $120,000 per year for four years

and purchase 40 Chromebook carts for $60,000 the first year, and then $29,974 for carts the following two

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years. We will then expand the purchase of the Chromebook lease to $240,000 for the next two years which

will generate another 1600 Chromebooks to expand the 1:1 to the Science department. Our plan is for every

junior High Language Arts class and every Science class to have a classroom set of Chromebooks.

An LMS is a crucial component to the use of successful implementation of individual devices. We are

allocating an ongoing fund of $40,000 for the acquisition of an LMS such as Canvas.

We are allocating $22,551 the first year, second and third year for training stipends and professional

development.

Of course, as this program grows, we will redirect cost savings from digital teaching and learning to

support the maintenance and growth of the program. WSD is fully aware that there is a potential cost savings

as we implement this program, for example, moving to digital curriculum and resources has the potential to

save money on textbooks. Going increasingly paperless can save money on paper and copier ink. These

savings will be evaluated by Weber School District and money saved in these areas will be redirected back into

this program specifically to help with ongoing professional development costs related to digital learning. In

addition, in there is an increase in funding, we will also direct that funding toward professional development

because we fully believe that this Digital Teaching and Learn Grant will only be as good as the professionals

that are implementing it.

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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 100,000 100,000 100,000 300,000

B. (200) Employee Benefits 0

C. (300) Purchased Professional &

Technical Services 22551 22551 22551 67653

D. (400) Purchased Property Service 0

E. (500) Other Purchased Service 40000 40000 40000 120,000

F. (580) Travel 0

G. (600) Supplies & Materials 180000 269974 269974 719948

H. (800) Other (Exclude Audit Costs) 245000 25000 25000 295,000

I. TOTAL DIRECT COSTS (Lines A

through H) 587,551 457,525 457,525 1,502,601

J. (800) Other (Audit Costs)

K. Indirect Cost (* Approved Indirect

Cost Rate)

L. Property (includes equipment)

M. TOTAL (Lines I through L)

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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.