Washington District Cohort 5 (2021-2025)
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Give One for Learning
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
#Give One for Learning
At-A-Glance
$ 550,077
Funds FY 2017
$ 429,338
Funds FY 2018
$ 872,624
Funds FY 2019
$ 884,325
Funds FY 2020
37,156
Enrollment
Urban
Demographic
Southwest
Region
ACADEMIC FOCUS
English Language Arts
Reading
Science
Social Studies
Computer Science
21st Century Life and Careers
General Elementary (All subjects)
Visual and Performing Arts
Comprehensive Health and Physical Education
World Languages
Mathematics
21st CENTURY SKILLS
Creativity
Self-direction/Self-efficacy
Collaboration
Communication
Digital Citizenship
Social Emotional Learning/Growth Mindset
Information Literacy
Entrepreneurship
Critical Thinking or Problem Solving
TECHNOLOGY
Audio Enhancements
Desktops (labs)
Laptops
Robotics
Smart Boards
Tablets/iPads
3D printers
Smart Phones
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
Add LEA Dashboard Report
To get a report (or reports) summarizing survey data for a school, click on the name of the school.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
| Arrowhead School |
Arrowhead School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
We have had trainings by Tony and also went to a Summer training.
| Coral Canyon School |
Coral Canyon School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
We will first assess where we are currently with regard to digital blended learning.
We will increase the usage of Google docs schoolwide.
We will increase the number and variety of devices available for use.
| Crimson Cliffs High |
Crimson Cliffs High
Grade-Level:
High School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Crimson View School |
Crimson View School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
We will implement a Learning Management System to help with our implementation of blended learning. In addition, the technology leadership professional development will help further the effective use of technology by students.
| Diamond Valley School |
Diamond Valley School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Dixie High |
Dixie High
Grade-Level:
High School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
Teachers have used technology for learning in the classroom by utilizing the resources of Unified Classroom, offering more opportunities to connect with other students and to teachers with digital tools. Teachers are using Google Classroom more frequently, and are learning the tools offered through a new learning management system.
| Dixie Middle |
Dixie Middle
Grade-Level:
Middle School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
Teams are incorporating a digital platform for content delivery. The math department are providing enhanced and remedial learning through the use of online tools. Most departments use online resources to enhance the learning experience. Our LA team is leading the way with the digital learning initiative in our school.
| Heritage School |
Heritage School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Horizon School |
Horizon School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Hurricane Intermediate |
Hurricane Intermediate
Grade-Level:
Middle School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Lava Ridge Intermediate |
Lava Ridge Intermediate
Grade-Level:
Middle School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
Students: Utah Writes to increase writing, Collaborative writing through Google Docs, Online Mobi Max and Online Math Space to support extended math learning opportunities, Online Read 180, Research, College and Career Based Learning, etc.
Teachers: Learning Coach has created Lava Ridge 101 Class in PowerSchool Learning and all teachers were trained in building there own classes here. As a school we continue to use the PowerSchool learning classroom for instructional leadership instruction.
| Legacy School |
Legacy School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Majestic Fields |
Majestic Fields
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Pine View Middle |
Pine View Middle
Grade-Level:
Middle School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
As part of the grant our school has increased our coaches access to teachers by one period and is using that time to support one team in using Unified Classroom to increase student learning. We are using the three embedded concepts of the UTOT to help our team connect effective digital instruction to high levels of learning. Through the grant our teachers will use PowerSchool Assessment to develop and deliver cognitively engaging and rigorous CFA’s that will allow us to use the class pages in Unified Classroom to deliver targeted, differentiated and personalized instruction to students. In addition, we will reinforce 21st Century skills through the learning activities we design. Finally, as our students use digital tools, we will reinforce and teach digital citizenship concepts that will help students become responsible digital citizens.
| Riverside School |
Riverside School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Sunrise Ridge Intermedi... |
Sunrise Ridge Intermediate
Grade-Level:
Middle School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
1. Use of data to ensure high levels of learning for every student. Teachers will access and analyze data from SAGE and common formative assessments to refer students for interventions.
2. Incorporate technology in the classroom for reading instruction, math instruction and other technology to augment teacher instruction.
3. Use of a student information system.
4. Creation of classroom platforms for learning.
5. Online teacher professional learning.
6. Creation and implementation of assessment tools.
7. Acquisition of Chromebooks for use by students in the classroom. Goal is to become a 1:1 school.
8. Professional development in the use of interactive boards.
9. Use of technology to support intervention programs.
10. Use of technology to support logistics and management of all school resources.
11. Development and implementation of Digital Citizenship responsibilities.
12. Implementation and support for students in developing 21st Century Skills, such as research, problem-based projects, collaboration, etc.
13. Utilization of computers as the main source of instruction, for instance College and Career Awareness courses.
| Sunset School |
Sunset School
Grade-Level:
Elementary
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
| Utah Online 7-12 |
Utah Online 7-12
Grade-Level:
High School
Focus of Grant:
Washington County School District is implementing a blended learning model that focuses on increasing student 21st Century Skills, student responsibility for learning (personalized learning) and cognitive engagement (deeper learning) to ensure high levels of learning for every student.
Our collective commitment is to enhance, extend and deepen learning for all stakeholders through the integration of research-based digital teaching and learning practices. These practices will engage students in the learning process and prepare them to thrive in their future.
Implementation of Grant in this School:
Technology/digital learning will be used in our school to:
Give teachers more digital resources to help them reach their Profession Growth Goals relative to their CSIP and help aid in student academic growth outlined in the CSIP.
Provide students with quality comprehensive educational experiences that enable them to develop the productive habits of life-long learners. Our students will be able to think critically and creatively, learn independently and in collaboration with others, value ethical behavior, and develop skills needed to function in a technologically changing and diverse world.
Personalized, Deep, and Authentic 21st Century Learning Using Digital Tools
Our purpose is to achieve high levels of learning for every student through focused and proven instructional practices that engage, enhance, and extend learning through appropriate and targeted use of digital strategies, resources, and tools. We can accomplish our plans as we build the capacity of our schools through a phased implementation designed to meet each school where they are and support them through the transformation process. The process and associated learning outcomes are only possible because of grant funding.
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
#Personalized, Deep, and Authentic 21st Century Learning Using Digital Tools
At-A-Glance
$ 949,903
Funds FY 2021
$ 999,910
Funds FY 2022
$ 1,007,102
Funds FY 2023
$ 1,007,308
Funds FY 2024
$ 1,015,539
Funds FY 2025
37,156
Enrollment
37,156
Students Impacted
Urban
Demographic
Southwest
Region
ACADEMIC FOCUS
21st Century Life and Careers
21st CENTURY SKILLS
Creativity
Self-direction/Self-efficacy
Collaboration
Communication
Digital Citizenship
Critical Thinking or Problem Solving
Authentic, real-world applications
Digital Literacy
TECHNOLOGY
Laptops
3D printers
Makerspaces
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
Add LEA Dashboard Report
To get a report (or reports) summarizing survey data for a school, click on the name of the school.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
| Bloomington Hills Schoo... |
Bloomington Hills School
Grade-Level:
Elementary
Focus of Grant:
Our purpose is to achieve high levels of learning for every student through focused and proven instructional practices that engage, enhance, and extend learning through appropriate and targeted use of digital strategies, resources, and tools. We can accomplish our plans as we build the capacity of our schools through a phased implementation designed to meet each school where they are and support them through the transformation process. The process and associated learning outcomes are only possible because of grant funding.
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Implementation of Grant in this School:
The teachers in our school have Chromebooks in their classrooms for students to use throughout the day. Students currently use them for support and practice. We use Lexia for reading, ALEKS for math, Imagine Learning for ELL language acquisition, student choice activities, and research to gather information for writing. These programs enhance and support the teachers instruction. All teachers will increase their capacity to improve student engagement by effectively using blended learning aligned with effective physical classroom instruction.
| Diamond Valley School |
Diamond Valley School
Grade-Level:
Elementary
Focus of Grant:
Our purpose is to achieve high levels of learning for every student through focused and proven instructional practices that engage, enhance, and extend learning through appropriate and targeted use of digital strategies, resources, and tools. We can accomplish our plans as we build the capacity of our schools through a phased implementation designed to meet each school where they are and support them through the transformation process. The process and associated learning outcomes are only possible because of grant funding.
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
| Hurricane School |
Hurricane School
Grade-Level:
Elementary
Focus of Grant:
Our purpose is to achieve high levels of learning for every student through focused and proven instructional practices that engage, enhance, and extend learning through appropriate and targeted use of digital strategies, resources, and tools. We can accomplish our plans as we build the capacity of our schools through a phased implementation designed to meet each school where they are and support them through the transformation process. The process and associated learning outcomes are only possible because of grant funding.
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Implementation of Grant in this School:
We have one to one devices, and we use those devices to improve narrative writing skills, we also provide professional learning opportunities to our teachers with technology, and communicate student achievement with students and parents.
| Pine View Middle |
Pine View Middle
Grade-Level:
Middle School
Focus of Grant:
Our purpose is to achieve high levels of learning for every student through focused and proven instructional practices that engage, enhance, and extend learning through appropriate and targeted use of digital strategies, resources, and tools. We can accomplish our plans as we build the capacity of our schools through a phased implementation designed to meet each school where they are and support them through the transformation process. The process and associated learning outcomes are only possible because of grant funding.
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Implementation of Grant in this School:
As part of the grant our school has increased our coaches access to teachers by one period and is using that time to support one team in using Unified Classroom to increase student learning. We are using the three embedded concepts of the UTOT to help our team connect effective digital instruction to high levels of learning. Through the grant our teachers will use PowerSchool Assessment to develop and deliver cognitively engaging and rigorous CFA’s that will allow us to use the class pages in Unified Classroom to deliver targeted, differentiated and personalized instruction to students. In addition, we will reinforce 21st Century skills through the learning activities we design. Finally, as our students use digital tools, we will reinforce and teach digital citizenship concepts that will help students become responsible digital citizens.
| Sunrise Ridge Intermedi... |
Sunrise Ridge Intermediate
Grade-Level:
Middle School
Focus of Grant:
Our purpose is to achieve high levels of learning for every student through focused and proven instructional practices that engage, enhance, and extend learning through appropriate and targeted use of digital strategies, resources, and tools. We can accomplish our plans as we build the capacity of our schools through a phased implementation designed to meet each school where they are and support them through the transformation process. The process and associated learning outcomes are only possible because of grant funding.
Our three-phase system of support is designed for all schools levels to build capacity, commitment, engagement, and self-accountability. Stage 1 schools will engage in LMS use, building initial capacity to provide digitally supported instruction in recuperation for stage progression. Stage II schools will explore the potential of focused digitally supported practices and prototype their effectiveness for learners, then hone those practices. Stage III schools focus on three key areas that are based on Universal Design for Learning. They are:
Personalized Learning (Mastery - Engage)
Future Ready Skill Sets (Autonomy - Enhance)
Deeper Learning (Purpose - Extend)
These three approaches correlate to Utah's Portrait of a Graduate, Universal Design for Learning, Triple-E, and Metiri's Way Forward.
This staged progression aligns to Utah's vision and guiding principles for digital and personalized learning as outlined in Essential Elements. Stage III schools engage stakeholders in the process of transforming learning through a culture where innovation is the norm, future-ready skills are developed and practiced, and deeper levels of personalized learning is the new status quo. Digital resources such as our district LMS and tool such as Chromebooks will support designed content that is personalized. Learners will also utilize these resources and tools to demonstrate conceptual mastery by creating products, developing authentic solutions, and showcasing their learning. This prepares our schools to measure achievement in the broader sense of Utah's Portrait of a Graduate.
This level of trans formation is complex and will take time to change culture so digital is not seen as separate, additional, or magical. Instead digital will be used when and where it will positively impact learning. This guided our rationale for developing, and implementing a staged process of transformation that integrates the core components of our LEA's strategic plan and guiding frameworks. The Digital Learning, Professional Learning, and Educator Effectiveness frameworks support our indicators, visible in the plan's four cornerstones, which support our transition process. The cornerstones are learning, culture, community, and partnerships. In the learning cornerstone, we created the following three indicators:
1. Commitment to ensure high levels of learning.
2. Incorporation of the appropriate Future Ready skills into curriculum.
3. Collaborative effort to ensure targeted, personalized learning experiences.
These learning indicators of our strategic plan directly correlate with our three intermediate outcomes, which in turn point to our primary long-time outcome that by 2025, learners in digital transformation schools will demonstrate deep knowledge and applied learning as demonstrated by a 5% increase in learner competency. This support our LEA purpose of ensuring high levels of learning for every student.
The LEA targeted student population for this grant is:
Stage III:
Bloomington Hills Elementary, (Grades K-5, 557 students)
Diamond Valley Elementary, (K-5, 369 students)
Hurricane Elementary, (K-5, 676 students)
Sunrise Ridge Intermediate, (6-7, 674 students)
Pine View Middle, (8-9, 769 students)
Stage II (focus group of students per individual school mini-grant applications TBD):
Schools have some rotation. Will update with new schools in August.
Stage I Schools:
All LEA Schools
The software used varies by stage and school as follow:
Stage III Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Adaptive software per school's STEM Action Center grants, Early Literacy Grants, and purchased software (i.e., ALEKS, Reach for Reading, MyMath, RedBird, Imagine Learning, Lexia, etc.)
Stage II Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Software designated in Mini-Grant Applications (TBD upon mini-grant receipt and final approval)
Stage I Schools:
Designated LMS (Canvas/Schoology)
Schoology Assessment Management Platform
Implementation of Grant in this School:
1. Use of data to ensure high levels of learning for every student. Teachers will access and analyze data from SAGE and common formative assessments to refer students for interventions.
2. Incorporate technology in the classroom for reading instruction, math instruction and other technology to augment teacher instruction.
3. Use of a student information system.
4. Creation of classroom platforms for learning.
5. Online teacher professional learning.
6. Creation and implementation of assessment tools.
7. Acquisition of Chromebooks for use by students in the classroom. Goal is to become a 1:1 school.
8. Professional development in the use of interactive boards.
9. Use of technology to support intervention programs.
10. Use of technology to support logistics and management of all school resources.
11. Development and implementation of Digital Citizenship responsibilities.
12. Implementation and support for students in developing 21st Century Skills, such as research, problem-based projects, collaboration, etc.
13. Utilization of computers as the main source of instruction, for instance College and Career Awareness courses.
