American Preparatory Academy American Preparatory Academy ...

Utah State Board of Education Digital Teaching and Learning Grant Program

Qualifying Grant Application

American Preparatory Academy American Preparatory Academy-Salem

Submitted: November 11, 2016

EXECUTIVE SUMMARY

American Preparatory Academy is a charter school organization comprised of six campuses in the state of Utah:

? APA-Draper #1 (K-6), approved for 1,170 students including 600 kindergarteners ? APA-Draper #2 (K-8), approved for 975 students ? APA-Draper #3 (9-12), approved for 750 students with an application to expand grade

levels to 7-12 grades. The building for these students will be completed for the 2017-18 school year. Currently, these students are housed in the Draper #2 facility. ? APA-The School for New Americans (K-9), approved for 570 students ? APA-The Accelerated School (K-12), approved for 1320 students ? APA-Salem (K-9), approved for 555 students.

The APA-Salem campus, formerly Liberty Academy, was officially acquired by APA in July 2016. Grant funding allocations for this school have been integrated into the budget request for APA.

APA assembled an executive team to collaborate on the Readiness Assessment and Digital Teaching and Learning Grant Application. Team members include:

Carolyn Sharette, Executive Director John Youngberg, Technology Director Lisa Bennett, Grants Manager and Compliance Director Daniel Baker, Secondary Director for Draper #2 and Draper #3 Tim Jones, Math Teacher Bonnie Meyerson, Asst. Curriculum Director

Additional input has been provided from:

Lori Stephenson, Curriculum Director Jen Walstad, District Academic Director Brad Sheneman, Secondary Director for The School for New Americans Craig Peterson, Secondary Director for The Accelerated School Richard Fillerup, Secondary Director for APA-Salem Katie Blackburn, Math Department Chair Sara Stokes, Math teacher Colin Bush, Finance

Respectfully submitted, Lisa Bennett (lbennett@; 801/797-0089 x1002)

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TABLE OF CONTENTS

LEA Overview: I. LEA's Results on the Readiness Assessment............................................................................ 1 II. Inventory of the LEA's Current Technology Resources

Part A. Inventory of LEA's Current Technology Resources, including Software.............. 16 Part B. Integration of Existing Resources into Proposed Program .................................. 17

LEA Capacity and Goals: III. Statement of Purpose

LEA Vision, Goals, and Strategies..................................................................................... 19 Sharing the Vision ............................................................................................................ 19 Identified Needs............................................................................................................... 20 Strategies ......................................................................................................................... 23 Outcomes ......................................................................................................................... 25 IV. Implementation Process Self-Paced Learning Math Class ....................................................................................... 26 Alma Purchase, Training, and Application ....................................................................... 27 LearnPlatform .................................................................................................................. 28

Digital Curriculum ? Instructional Tools: V. High Quality Digital Instructional Materials

Alignment of Digital Instructional Materials ................................................................... 29 Plan to Utilize Data to Inform Instruction........................................................................ 29 Customizable Content...................................................................................................... 29 Plan for Meeting Fidelity and Mitigating Challenges....................................................... 30 VI. Student Engagement in Personalized Learning Plan for Student Engagement in Personalized Learning.................................................. 30 Plan for Digital Citizenship Curricula and Implementation ............................................. 30

Personalized Professional Learning: VII. Professional Learning

Plan to Provide High Quality Professional Learning and Periodic Coaching .................. 34

Assessment ? Measurable Outcomes: VIII. Monitoring Student and Teacher Usage of the Program Technology

Plan to Monitor Student and Teacher Usage ................................................................. 35

Robust Technical Infrastructure: IX. Infrastructure Acquisition, Procurement, and Distribution

Plan for Infrastructure Acquisition ................................................................................. 37 Process for Procurement................................................................................................ 38 Plan for Distribution of Goods and Services................................................................... 39 X. Technical Support for Program Implementation and Maintenance Support for Hardware and Internet Access.................................................................... 39 Support for Classroom Teachers .................................................................................... 40

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Data and Privacy: XI. Data Security and Remediation

LEA Security, Audit, Privacy, and Remediation Policies ................................................. 40

Budget and Resources: XII. Budget

Part A. Disclosure of LEA's Current Technology Expenditures....................................... 45 Part B. Budget for Grant Funding Year 1-3..................................................................... 47 Part C. Possible Increase in Funding (10% Increase Plan) .............................................. 48 Part D. Projection for Future Support Costs................................................................... 48 Part E. Sustainability ....................................................................................................... 48

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LEA Overview:

I. LEA's Results on the Readiness Assessment

LEADERSHIP

Early

Developing

Advanced

Target

L1 Shared Vision

J A district leadership

team is being

created

for the purposes of planning

and leading digital teaching

and learning.

JD A district leadership

team, consisting of a few individuals, collaboratively crafts the vision for digital teaching and learning.

A district leadership team, consisting of many individuals, collaboratively crafts the vision, goals, and strategies for digital teaching and learning.

A vision for digital teaching and learning has not yet been created.

JD A vision for digital

The vision, goals, and

teaching and learning guides

strategies for digital

district digital education

teaching and learning exist

activities.

as a self-contained initiative.

A planned effort to discuss the eventual

J District and school

J District and school

vision for digital teaching leadership annually promote leadership occasionally promote

and learning with faculty, the district vision for digital the district vision for digital

staff, and other

teaching and learning to

stakeholders has not yet faculty and staff.

teaching and learning to all stakeholders, including faculty,

been put in place.

There is no consistent effort to have district and school leaders consistently communicate about digital teaching and

JD School leaders

communicate about digital teaching and learning practices but do not model effective use of digital resources.

staff, students, parents, and community members.

School leaders serve as

lead learners for digital

teaching and learning

practices, modeling effective use of high quality

learning practices.

digital resources.

A diverse, representative district leadership team, consisting of district and school administrators, teachers, students, parents, and community members, collaboratively crafts the vision, goals, and strategies for digital teaching and learning.

The vision, goals, and strategies for digital teaching and learning are integrated as core components of the district's strategic plans and other highlevel guiding frameworks.

District and school leadership consistently promote the district vision for digital teaching and learning to all stakeholders, including faculty, staff, students, parents, and community members.

District and school leaders serve as lead learners for digital teaching and learning practices, modeling effective use of high quality digital resources.

L2 Personnel

District schools require teacher leaders and other faculty to lead, learn, and share together about digital teaching and learning in meetings before or after school.

Schools within the district do not yet make digital teaching and learning skills a requirement or priority for any teaching position.

J District schools do not yet

identify teacher-leaders for

digital teaching and learning. *Maybe something we can do to have team lead.

JD Every school within the

district has at least one part-

time Specialist

instructional coach for technology or at least one full-time certified school library media coordinator.

*Dedicated

Schools within the district recruit, hire, and develop a few teachers on their faculty to have high quality digital teaching and learning skills.

D Every district school has

informal pathways to identify current teacher-leaders for digital teaching and learning.

Every school within a district has at least one full-time instructional coach for technology and at least one full-time certified school library media coordinator.

JD Schools within the district

recruit, hire, and develop many teachers on their faculty to have high quality digital teaching and

learning skills. *Especially secondary

Every district school has informal pathways to identify and develop current and future teacher-leaders for digital teaching and learning.

Every school within the district has at least one full-time instructional technology facilitator and at least one full-time certified school library media coordinator.

Schools within the district recruit, hire, and develop all teachers on their faculty to have high quality digital teaching and learning skills.

Every district school has formal pathways to identify and develop current and future teacherleaders for digital teaching and learning.

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