Davis District Cohort 10 (2026-2030)
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Davis School District Digital Teaching and Learning Grant
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
#Davis School District Digital Teaching and Learning Grant
At-A-Glance
$ 1,321,767
Funds FY 2017
$ 1,007,646
Funds FY 2018
$ 2,029,328
Funds FY 2019
$ 1,999,975
Funds FY 2020
72,987
Enrollment
Suburban
Demographic
Wasatch Front North
Region
ACADEMIC FOCUS
Science
General Elementary (All subjects)
21st CENTURY SKILLS
Creativity
Collaboration
Communication
Digital Citizenship
Critical Thinking or Problem Solving
TECHNOLOGY
Audio Enhancements
BYOD
Desktops (labs)
Laptops
Robotics
Smart Boards
Tablets/iPads
3D printers
Makerspaces
Smart Phones
Virtual Reality
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.
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| Adelaide School |
Adelaide School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Antelope School |
Antelope School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Our school has strongly utilized math technology. We are using ST math for grades 1-2 and Imagine Math (Think Through Math) for grades 3-6, and we use the reports available to help identify students struggling with specific standards in the math curriculum to form small groups for learning differentiation. We like the individualization that is available in the technology via benchmark tests taken 3 times per year that sets each student at differentiated math levels to create their own custom pathway to practice their math. We also like that we can do full class instruction on a particular concept by "test driving" that skill in whole class instruction to address problems that need more than a small group intervention. We also use the Imagine Learning technology for Language Arts in our lower grades to work on reading and phonetic skills that also address each individual and allow us to even use the reports to identify holes in learning and to listen to individuals read via the audio technology.
| Bluff Ridge School |
Bluff Ridge School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Boulton School |
Boulton School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Bountiful High |
Bountiful High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Bountiful Jr High |
Bountiful Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Bountiful School |
Bountiful School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Canyon Creek Elementary |
Canyon Creek Elementary
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Centennial Jr High |
Centennial Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Centerville Jr High |
Centerville Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We have been able to use Canvas to digitize the teaching and learning process at CJH. In addition we have explored and are implementing both digital enrichment alternatives and blended learning.
| Centerville School |
Centerville School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Central Davis Jr High |
Central Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Clearfield High |
Clearfield High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Clinton School |
Clinton School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Columbia School |
Columbia School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Instead of sharing how we expect technology/digital learning "will be" used, I'll share how it is currently being used... Students in grades 1-6 participate in technology/digital learning through this grant, which provided licenses for iReady for grades 1-2, Imagine Math for grades 3-6, and a pilot trial of Imagine Language for one 3rd grade class. We allocate Land Trust funding to provide lab managers to oversee implementation and instruction of these programs. Classroom teachers collaborate to create common formative assessments and to identify student learning deficits. These deficits are addressed by creating custom learning paths in the programs. When students are utilizing these programs under the direction of the lab managers, opportunities are created for Tier 2 instruction -taught by the classroom teachers.
| Cook School |
Cook School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
As the principal I am participating in the Leadership in Blended and Digital Learning. Our vision is to use a Station Rotation model of Blended Learning where students are receiving a portion of their curricular instruction via technology. We began familiarizing ourselves with the various models of personalized learning and elected to move towards a station rotation model. We are using Imagine Math (grades 3-6) and Imagine Reading (grades k-3) provided in part through state funding. We are also using Edmentum (grade 2). These products provide personalized and individualized instruction and have minimum usage requirements. The school also purchased Reflex Math to help students increase their Math Fact Fluency this product also has a fidelity suggestion. In the short time we have been able to use Reflex Math students have grown from 17% fluent in math facts to 54% fluent an overall fluency gains of 70,000 math fact.
Seventy-six robots were purchased last year at the end of the year and disseminated throughout the school. We have enjoyed becoming familiar with the devices. They have been used for problem solving, letter recognition, teaching rounding, and beginning coding activities among others.
Teachers are using the data from Common Formative Assessments and data reports from the software Programs to individualize instruction for students during the face-to-face time in their Stations.
| Creekside School |
Creekside School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Crestview School |
Crestview School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Increased teacher understanding of digital and blended learning
Paid time to participate in the cycle of experience and experiment
Paid time to plan how to increase student engagement and participation in blended learning
| Davis High |
Davis High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Doxey School |
Doxey School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Eagle Bay School |
Eagle Bay School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| East Layton School |
East Layton School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Ellison Park School |
Ellison Park School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Fairfield Jr High |
Fairfield Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Farmington Jr High |
Farmington Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Farmington School |
Farmington School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Fremont School |
Fremont School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| H C Burton School |
H C Burton School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Researching for projects. science core learning since the core has changed, increasing reading comprehension, math tutorials, robotics, STEM research, coding
| Hill Field School |
Hill Field School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Holbrook School |
Holbrook School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Kay's Creek Elementary |
Kay's Creek Elementary
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Kaysville Jr High |
Kaysville Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Kaysville School |
Kaysville School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| King School |
King School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Teaching students Internet research skills that will enable student’s to use credible sources to form positions on issues, participation in an online reading program to increase reading comprehension; online teacher professional learning to improve data-informed decision-making.
| Knowlton School |
Knowlton School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Lakeside School |
Lakeside School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Layton High |
Layton High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Layton School |
Layton School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Legacy Jr High |
Legacy Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Lincoln School |
Lincoln School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Morgan School |
Morgan School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students will participate in Imagine Math and use Sum Dog to support individualized learning pathways with mathematics. Students will have experiences with coding and robotics using Dash and Dot. Students will use Office 365 products to complete learning tasks.
| Mountain High |
Mountain High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Mountain View School |
Mountain View School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
To focus all efforts on ultimately improving instructional technology integration efforts toward creating and sustaining 21st Century learning environments.
We have some teachers that are using Swivel tech to record themselves teaching in the classrooms and critique themselves on how they can improve their technique.
| Muir School |
Muir School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| North Davis Jr High |
North Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Northridge High |
Northridge High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Oak Hills School |
Oak Hills School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Odyssey School |
Odyssey School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Orchard School |
Orchard School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Parkside School |
Parkside School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students are using the technology received to enrich their collaborative skills in a variety of ways which includes real-time feedback. The skills being used meet a variety of levels for all the different ability levels that our students exhibit. Some of the benefits are eye-hand coordination, logical reasoning, Math Skills, Non-verbal reasoning, Self-expression, Listening skills, foundational reading skills, number sense, cognitive flexibility, spatial reasons, self-correction, increased vocabulary skills, STEM activity, and others. All of these skills contribute to increasing student's ability to think and reason in the other subjects they are focusing on each day.
| Reading School |
Reading School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Sand Springs School |
Sand Springs School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Snow Horse School |
Snow Horse School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| South Davis Jr High |
South Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| South Weber School |
South Weber School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Our ELA Coordinator is in the Leading EDGEucator program, and shares what she is learning with our teachers. She shows teachers how to use technology in meaningful ways in their lessons. All students in our school participate in an online reading program. Students work to build fluency and comprehension as they read texts at their own levels. Students in three grade levels also use math software to personalize learning. Teachers use the data from these programs to reteach areas where students struggle. Our school is participating in the Boot Up coding program. Students in all grade levels will be learning the elements of coding and will apply these concepts as they work with Ozobots and Dash and Dot robots.
| Stewart School |
Stewart School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Sunset School |
Sunset School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We have the scholastic new for the 3rd, 4th, 5th grade to use current events to improve writing skills. We use Google docs to allow for student/teacher collaboration for writing. Internet safety is taught in the computer lab. Socratic seminars are used in conjunction with computers to enhance critical thinking. ST math is used in lower grades and teachers have received intense training. iReady has been used by upper grades. Mclass has been used all grades.
| Syracuse High |
Syracuse High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Syracuse Jr High |
Syracuse Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Syracuse School |
Syracuse School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Taylor School |
Taylor School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Valley View School |
Valley View School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Viewmont High |
Viewmont High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Increase of student support and enrichment in Math and Science by providing digital learning opportunities in everyone of those classrooms.
| Wasatch School |
Wasatch School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| West Bountiful School |
West Bountiful School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| West Point Jr High |
West Point Jr High
Grade-Level:
Middle School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| West Point School |
West Point School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Whitesides School |
Whitesides School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Windridge School |
Windridge School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Woods Cross High |
Woods Cross High
Grade-Level:
High School
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Woods Cross School |
Woods Cross School
Grade-Level:
Elementary
Focus of Grant:
Future Ready Schools Needs assessments of stakeholders revealed 4 main categories requiring attention as Davis District endeavored to shift to a new era of 21st century digital teaching and learning.
These categories were: (1) Building Human Capacity (Personalized Personal Learning), (2) Accessing and Integrating Digital Curriculum, (3) Creating and Maintaining a Robust Infrastructure, and (4) promoting essential Change Leadership.
It was within the context of these four categories that the following Davis District Digital Teaching and Learning Program activities are being developed:
• Leading EDGEucator Academy: Participants will receive compensation and cutting-edge devices as they attend hours of face-time in-service combined with hours of online pre and post learning activities. Instruction will provide 21st century instructional skills to enhance digital teaching and learning in respective instructional assignments.
• All district administrators will be trained in a comprehensive Leadership in Blended and Digital Learning course.
• All secondary schools will receive upgrades to bandwidth capacity and other updates were made to district networks.
• Innovative Technology Grants: Process will be established for any instructional staff within Davis District to apply for funding for quality innovative tech ideas in their classrooms and schools.
• Science and Engineering: The grant will provide resources with which significant progress will be made in 6, 7, and 8th grades toward meeting new state science and engineering (STEM) standards. Digital stem curriculum will be created, teachers will be trained, and mobile computer labs (sets of 40 devices) will be obtained for use by STEM classroom teachers and students who will use them to access digital science and STEM curriculum.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
Digital Personalized Learning: Portrait of A Graduate
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
#Digital Personalized Learning: Portrait of A Graduate
At-A-Glance
$ 1,994,326
Funds FY 2021
$ 1,955,405
Funds FY 2022
$ 1,961,692
Funds FY 2023
$ 1,927,699
Funds FY 2024
$ 1,914,267
Funds FY 2025
72,987
Enrollment
72,987
Students Impacted
Suburban
Demographic
Wasatch Front North
Region
ACADEMIC FOCUS
English Language Arts
Reading
Science
Social Studies
21st Century Life and Careers
Mathematics
21st CENTURY SKILLS
Self-direction/Self-efficacy
Social Emotional Learning/Growth Mindset
Critical Thinking or Problem Solving
TECHNOLOGY
Laptops
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.
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| Adams School |
Adams School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Adelaide School |
Adelaide School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Antelope School |
Antelope School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Our school has strongly utilized math technology. We are using ST math for grades 1-2 and Imagine Math (Think Through Math) for grades 3-6, and we use the reports available to help identify students struggling with specific standards in the math curriculum to form small groups for learning differentiation. We like the individualization that is available in the technology via benchmark tests taken 3 times per year that sets each student at differentiated math levels to create their own custom pathway to practice their math. We also like that we can do full class instruction on a particular concept by "test driving" that skill in whole class instruction to address problems that need more than a small group intervention. We also use the Imagine Learning technology for Language Arts in our lower grades to work on reading and phonetic skills that also address each individual and allow us to even use the reports to identify holes in learning and to listen to individuals read via the audio technology.
| Bluff Ridge School |
Bluff Ridge School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Boulton School |
Boulton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Bountiful High |
Bountiful High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Bountiful Jr High |
Bountiful Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Bountiful School |
Bountiful School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Buffalo Point School |
Buffalo Point School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Burton School |
Burton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
| Canyon Creek Elementary |
Canyon Creek Elementary
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Centennial Jr High |
Centennial Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Centerville Jr High |
Centerville Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We have been able to use Canvas to digitize the teaching and learning process at CJH. In addition we have explored and are implementing both digital enrichment alternatives and blended learning.
| Centerville School |
Centerville School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Central Davis Jr High |
Central Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Clearfield High |
Clearfield High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Clinton School |
Clinton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Columbia School |
Columbia School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Instead of sharing how we expect technology/digital learning "will be" used, I'll share how it is currently being used... Students in grades 1-6 participate in technology/digital learning through this grant, which provided licenses for iReady for grades 1-2, Imagine Math for grades 3-6, and a pilot trial of Imagine Language for one 3rd grade class. We allocate Land Trust funding to provide lab managers to oversee implementation and instruction of these programs. Classroom teachers collaborate to create common formative assessments and to identify student learning deficits. These deficits are addressed by creating custom learning paths in the programs. When students are utilizing these programs under the direction of the lab managers, opportunities are created for Tier 2 instruction -taught by the classroom teachers.
| Cook School |
Cook School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
As the principal I am participating in the Leadership in Blended and Digital Learning. Our vision is to use a Station Rotation model of Blended Learning where students are receiving a portion of their curricular instruction via technology. We began familiarizing ourselves with the various models of personalized learning and elected to move towards a station rotation model. We are using Imagine Math (grades 3-6) and Imagine Reading (grades k-3) provided in part through state funding. We are also using Edmentum (grade 2). These products provide personalized and individualized instruction and have minimum usage requirements. The school also purchased Reflex Math to help students increase their Math Fact Fluency this product also has a fidelity suggestion. In the short time we have been able to use Reflex Math students have grown from 17% fluent in math facts to 54% fluent an overall fluency gains of 70,000 math fact.
Seventy-six robots were purchased last year at the end of the year and disseminated throughout the school. We have enjoyed becoming familiar with the devices. They have been used for problem solving, letter recognition, teaching rounding, and beginning coding activities among others.
Teachers are using the data from Common Formative Assessments and data reports from the software Programs to individualize instruction for students during the face-to-face time in their Stations.
| Creekside School |
Creekside School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Crestview School |
Crestview School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Increased teacher understanding of digital and blended learning
Paid time to participate in the cycle of experience and experiment
Paid time to plan how to increase student engagement and participation in blended learning
| Davis Connect 7-12 |
Davis Connect 7-12
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
| Davis Connect 7-8 |
Davis Connect 7-8
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
| Davis Connect K-6 |
Davis Connect K-6
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Davis High |
Davis High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Doxey School |
Doxey School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Eagle Bay School |
Eagle Bay School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| East Layton School |
East Layton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Ellison Park School |
Ellison Park School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Endeavour School |
Endeavour School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Fairfield Jr High |
Fairfield Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Farmington High |
Farmington High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
| Farmington Jr High |
Farmington Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Farmington School |
Farmington School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Foxboro School |
Foxboro School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Improve students' writing and teaching students coding skills
| Fremont School |
Fremont School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| H C Burton School |
H C Burton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Researching for projects. science core learning since the core has changed, increasing reading comprehension, math tutorials, robotics, STEM research, coding
| Heritage School |
Heritage School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Hill Field School |
Hill Field School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Holbrook School |
Holbrook School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Holt School |
Holt School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Kay's Creek Elementary |
Kay's Creek Elementary
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Kaysville Jr High |
Kaysville Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Kaysville School |
Kaysville School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| King School |
King School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Teaching students Internet research skills that will enable student’s to use credible sources to form positions on issues, participation in an online reading program to increase reading comprehension; online teacher professional learning to improve data-informed decision-making.
| Knowlton School |
Knowlton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Lakeside School |
Lakeside School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Layton High |
Layton High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Layton School |
Layton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Legacy Jr High |
Legacy Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Lincoln School |
Lincoln School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Meadowbrook School |
Meadowbrook School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Millcreek Jr High |
Millcreek Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Morgan School |
Morgan School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students will participate in Imagine Math and use Sum Dog to support individualized learning pathways with mathematics. Students will have experiences with coding and robotics using Dash and Dot. Students will use Office 365 products to complete learning tasks.
| Mountain High |
Mountain High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Mountain View School |
Mountain View School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
To focus all efforts on ultimately improving instructional technology integration efforts toward creating and sustaining 21st Century learning environments.
We have some teachers that are using Swivel tech to record themselves teaching in the classrooms and critique themselves on how they can improve their technique.
| Mueller Park Jr High |
Mueller Park Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Muir School |
Muir School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| North Davis Jr High |
North Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| North Layton Jr High |
North Layton Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Northridge High |
Northridge High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Oak Hills School |
Oak Hills School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Odyssey School |
Odyssey School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Orchard School |
Orchard School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Parkside School |
Parkside School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students are using the technology received to enrich their collaborative skills in a variety of ways which includes real-time feedback. The skills being used meet a variety of levels for all the different ability levels that our students exhibit. Some of the benefits are eye-hand coordination, logical reasoning, Math Skills, Non-verbal reasoning, Self-expression, Listening skills, foundational reading skills, number sense, cognitive flexibility, spatial reasons, self-correction, increased vocabulary skills, STEM activity, and others. All of these skills contribute to increasing student's ability to think and reason in the other subjects they are focusing on each day.
| Reading School |
Reading School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Sand Springs School |
Sand Springs School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Shoreline Junior High |
Shoreline Junior High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
| Snow Horse School |
Snow Horse School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| South Clearfield School |
South Clearfield School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| South Davis Jr High |
South Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| South Weber School |
South Weber School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Our ELA Coordinator is in the Leading EDGEucator program, and shares what she is learning with our teachers. She shows teachers how to use technology in meaningful ways in their lessons. All students in our school participate in an online reading program. Students work to build fluency and comprehension as they read texts at their own levels. Students in three grade levels also use math software to personalize learning. Teachers use the data from these programs to reteach areas where students struggle. Our school is participating in the Boot Up coding program. Students in all grade levels will be learning the elements of coding and will apply these concepts as they work with Ozobots and Dash and Dot robots.
| Stewart School |
Stewart School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Sunburst School |
Sunburst School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
| Sunset Jr High |
Sunset Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Sunset School |
Sunset School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We have the scholastic new for the 3rd, 4th, 5th grade to use current events to improve writing skills. We use Google docs to allow for student/teacher collaboration for writing. Internet safety is taught in the computer lab. Socratic seminars are used in conjunction with computers to enhance critical thinking. ST math is used in lower grades and teachers have received intense training. iReady has been used by upper grades. Mclass has been used all grades.
| Syracuse High |
Syracuse High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Syracuse Jr High |
Syracuse Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Syracuse School |
Syracuse School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Taylor School |
Taylor School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Tolman School |
Tolman School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Vae View School |
Vae View School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Valley View School |
Valley View School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Viewmont High |
Viewmont High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Increase of student support and enrichment in Math and Science by providing digital learning opportunities in everyone of those classrooms.
| Vista Learning Campus /... |
Vista Learning Campus / Star Transition
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Wasatch School |
Wasatch School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Washington School |
Washington School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Teachers will use Unified Classroom to differentiate instruction for their students. They will upload individualized assignments and activities that students will be able to access. Teachers will also utilize this program to collaborate and address their learning targets and GVCs. Unified classroom will be used during collaboration meetings and academy times for professional development and data driven instruction.
| West Bountiful School |
West Bountiful School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| West Clinton School |
West Clinton School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| West Point Jr High |
West Point Jr High
Grade-Level:
Middle School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| West Point School |
West Point School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Whitesides School |
Whitesides School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Windridge School |
Windridge School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Woods Cross High |
Woods Cross High
Grade-Level:
High School
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Woods Cross School |
Woods Cross School
Grade-Level:
Elementary
Focus of Grant:
In the Davis School District (DSD), our vision is to systemically personalize the instruction of each student to give them flexibility, voice, and choice in how they achieve and demonstrate proficiency of the Utah Core Standards. We are building a system that equitably promotes self-direction, cultivates responsibility, and develops higher order problem solving skills in all students. We will use DTL funds to strengthen student connections with our amazing teachers and supplement that relationship with engaging digital curriculum, devices and software that are socially safe and that reliably work. 24/7 access to instructional content and feedback is also essential. We have the best teachers on earth and through targeted personalized professional development and using digital collaboration tools, we can become even better at preparing students technically for college, cutting edge careers, and help them achieve their definition and vision for their own success. For more information on the importance of personalization in Davis, visit our webpage and click on “Personalized Learning/Standards Based Grading” under the “District” or “Parents and Family” tabs, or visit this link: https://personalizedlearning.davis.k12.ut.us
We will support this work with DTL funds by:
• Prioritizing investment in infrastructure.
• Ensuring adequate support for the digital system by adding key personnel.
• Increasing organizational capacity through personalized professional development bundled in stackable badges and micro-credentials.
• Providing professional coaching and mentorship.
• Purchasing devices, essential software and other digital tools.
• Giving additional support and access to “at-risk” populations of students.
As we personalize instruction for each student in our system:
• Our best long-term measure of student success associated with our goal of personalization is our graduation rate. Graduation requirements summarize our locally elected school board’s best understanding of the Utah Core Curriculum and what is essential that our students will be able to know and do.
• Because graduation requirements are further removed and less relevant to our kindergarten and 1st grade teachers, it is imperative for us to define what “On-track” to graduate looks like at every stage of student development and to define profiles of success for students in 3rd, 6th, 9th and graduates.
Our intermediate outcome measures will assess the cultural, social and emotional, and practical changes that occur within our system. We will: Build a student self-direction landing site in MyDSD and track student use of that resource. Use student surveys to track student feelings of efficacy and growth as we encourage self-directed learning. Use “5-minute walk-through” coaching forms completed by School Technology Specialists (STS). Measure the number and amount of post-high school certifications that students achieve. Use GPA to assess all subjects and classes quarterly. Track device distribution data and software use.
Our direct outcome measures will identify changes in behavior occurring in students and teachers. To measure this, we will: Continue to track and monitor student use of digital tools and resources that are provided. Create stackable professional badges for teachers and track their engagement and completion rates. Survey teachers to assess their confidence and efficacy in using digital tools.
By using our DTL plan and DTL funds wisely, we intend to greatly enhance our students’ experience. We are very appreciative of the Utah State Legislature, USBE, Metiri, and the network of colleagues and support found within the DTL Grant System for this opportunity. We look forward to working and learning together!
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
Driving Equity, Reliability, and Innovation Through Technology Integration
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
#Driving Equity, Reliability, and Innovation Through Technology Integration
At-A-Glance
$ 1,762,964
Funds FY 2026
72,987
Enrollment
71000
Students Impacted
Suburban
Demographic
Wasatch Front North
Region
ACADEMIC FOCUS
21st CENTURY SKILLS
TECHNOLOGY
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.
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| Adams School |
Adams School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Adelaide School |
Adelaide School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Antelope School |
Antelope School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Our school has strongly utilized math technology. We are using ST math for grades 1-2 and Imagine Math (Think Through Math) for grades 3-6, and we use the reports available to help identify students struggling with specific standards in the math curriculum to form small groups for learning differentiation. We like the individualization that is available in the technology via benchmark tests taken 3 times per year that sets each student at differentiated math levels to create their own custom pathway to practice their math. We also like that we can do full class instruction on a particular concept by "test driving" that skill in whole class instruction to address problems that need more than a small group intervention. We also use the Imagine Learning technology for Language Arts in our lower grades to work on reading and phonetic skills that also address each individual and allow us to even use the reports to identify holes in learning and to listen to individuals read via the audio technology.
| Bluff Ridge School |
Bluff Ridge School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Boulton School |
Boulton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Bountiful High |
Bountiful High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Bountiful Jr High |
Bountiful Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Bountiful School |
Bountiful School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Buffalo Point School |
Buffalo Point School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Burton School |
Burton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Canyon Creek Elementary |
Canyon Creek Elementary
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Catalyst Center |
Catalyst Center
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Centennial Jr High |
Centennial Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Centerville Jr High |
Centerville Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We have been able to use Canvas to digitize the teaching and learning process at CJH. In addition we have explored and are implementing both digital enrichment alternatives and blended learning.
| Centerville School |
Centerville School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Central Davis Jr High |
Central Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Clearfield High |
Clearfield High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Clinton School |
Clinton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Columbia School |
Columbia School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Instead of sharing how we expect technology/digital learning "will be" used, I'll share how it is currently being used... Students in grades 1-6 participate in technology/digital learning through this grant, which provided licenses for iReady for grades 1-2, Imagine Math for grades 3-6, and a pilot trial of Imagine Language for one 3rd grade class. We allocate Land Trust funding to provide lab managers to oversee implementation and instruction of these programs. Classroom teachers collaborate to create common formative assessments and to identify student learning deficits. These deficits are addressed by creating custom learning paths in the programs. When students are utilizing these programs under the direction of the lab managers, opportunities are created for Tier 2 instruction -taught by the classroom teachers.
| Cook School |
Cook School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
As the principal I am participating in the Leadership in Blended and Digital Learning. Our vision is to use a Station Rotation model of Blended Learning where students are receiving a portion of their curricular instruction via technology. We began familiarizing ourselves with the various models of personalized learning and elected to move towards a station rotation model. We are using Imagine Math (grades 3-6) and Imagine Reading (grades k-3) provided in part through state funding. We are also using Edmentum (grade 2). These products provide personalized and individualized instruction and have minimum usage requirements. The school also purchased Reflex Math to help students increase their Math Fact Fluency this product also has a fidelity suggestion. In the short time we have been able to use Reflex Math students have grown from 17% fluent in math facts to 54% fluent an overall fluency gains of 70,000 math fact.
Seventy-six robots were purchased last year at the end of the year and disseminated throughout the school. We have enjoyed becoming familiar with the devices. They have been used for problem solving, letter recognition, teaching rounding, and beginning coding activities among others.
Teachers are using the data from Common Formative Assessments and data reports from the software Programs to individualize instruction for students during the face-to-face time in their Stations.
| Creekside School |
Creekside School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Crestview School |
Crestview School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Increased teacher understanding of digital and blended learning
Paid time to participate in the cycle of experience and experiment
Paid time to plan how to increase student engagement and participation in blended learning
| Davis Connect 7-12 |
Davis Connect 7-12
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Davis Connect 7-8 |
Davis Connect 7-8
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Davis Connect K-6 |
Davis Connect K-6
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Davis High |
Davis High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Doxey School |
Doxey School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Eagle Bay School |
Eagle Bay School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| East Layton School |
East Layton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Ellison Park School |
Ellison Park School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Endeavour School |
Endeavour School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Fairfield Jr High |
Fairfield Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Family Enrichment Cente... |
Family Enrichment Center
Grade-Level:
-
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Farmington High |
Farmington High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Farmington Jr High |
Farmington Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Farmington School |
Farmington School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Foxboro School |
Foxboro School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Improve students' writing and teaching students coding skills
| Fremont School |
Fremont School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| H C Burton School |
H C Burton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Researching for projects. science core learning since the core has changed, increasing reading comprehension, math tutorials, robotics, STEM research, coding
| Heritage School |
Heritage School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Hill Field School |
Hill Field School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Holbrook School |
Holbrook School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Holt School |
Holt School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Kay's Creek Elementary |
Kay's Creek Elementary
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Kaysville Jr High |
Kaysville Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Kaysville School |
Kaysville School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| King School |
King School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Teaching students Internet research skills that will enable student’s to use credible sources to form positions on issues, participation in an online reading program to increase reading comprehension; online teacher professional learning to improve data-informed decision-making.
| Knowlton School |
Knowlton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Lakeside School |
Lakeside School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Layton High |
Layton High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Layton School |
Layton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Legacy Jr High |
Legacy Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Lincoln School |
Lincoln School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Meadowbrook School |
Meadowbrook School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Millcreek Jr High |
Millcreek Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Morgan School |
Morgan School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students will participate in Imagine Math and use Sum Dog to support individualized learning pathways with mathematics. Students will have experiences with coding and robotics using Dash and Dot. Students will use Office 365 products to complete learning tasks.
| Mountain High |
Mountain High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Mountain View School |
Mountain View School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
To focus all efforts on ultimately improving instructional technology integration efforts toward creating and sustaining 21st Century learning environments.
We have some teachers that are using Swivel tech to record themselves teaching in the classrooms and critique themselves on how they can improve their technique.
| Mueller Park Jr High |
Mueller Park Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Muir School |
Muir School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| North Davis Jr High |
North Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| North Layton Jr High |
North Layton Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Northridge High |
Northridge High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Oak Hills School |
Oak Hills School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Odyssey School |
Odyssey School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Orchard School |
Orchard School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Parkside School |
Parkside School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students are using the technology received to enrich their collaborative skills in a variety of ways which includes real-time feedback. The skills being used meet a variety of levels for all the different ability levels that our students exhibit. Some of the benefits are eye-hand coordination, logical reasoning, Math Skills, Non-verbal reasoning, Self-expression, Listening skills, foundational reading skills, number sense, cognitive flexibility, spatial reasons, self-correction, increased vocabulary skills, STEM activity, and others. All of these skills contribute to increasing student's ability to think and reason in the other subjects they are focusing on each day.
| Reading School |
Reading School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Renaissance Academy |
Renaissance Academy
Grade-Level:
K12
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Sand Springs School |
Sand Springs School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Shoreline Junior High |
Shoreline Junior High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Snow Horse School |
Snow Horse School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| South Clearfield School |
South Clearfield School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| South Davis Jr High |
South Davis Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| South Weber School |
South Weber School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Our ELA Coordinator is in the Leading EDGEucator program, and shares what she is learning with our teachers. She shows teachers how to use technology in meaningful ways in their lessons. All students in our school participate in an online reading program. Students work to build fluency and comprehension as they read texts at their own levels. Students in three grade levels also use math software to personalize learning. Teachers use the data from these programs to reteach areas where students struggle. Our school is participating in the Boot Up coding program. Students in all grade levels will be learning the elements of coding and will apply these concepts as they work with Ozobots and Dash and Dot robots.
| Stewart School |
Stewart School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Sunburst School |
Sunburst School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
| Sunset Jr High |
Sunset Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Sunset School |
Sunset School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We have the scholastic new for the 3rd, 4th, 5th grade to use current events to improve writing skills. We use Google docs to allow for student/teacher collaboration for writing. Internet safety is taught in the computer lab. Socratic seminars are used in conjunction with computers to enhance critical thinking. ST math is used in lower grades and teachers have received intense training. iReady has been used by upper grades. Mclass has been used all grades.
| Syracuse High |
Syracuse High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Syracuse Jr High |
Syracuse Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Syracuse School |
Syracuse School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Taylor School |
Taylor School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Tolman School |
Tolman School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Vae View School |
Vae View School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Valley View School |
Valley View School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Viewmont High |
Viewmont High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Increase of student support and enrichment in Math and Science by providing digital learning opportunities in everyone of those classrooms.
| Vista Learning Campus /... |
Vista Learning Campus / Star Transition
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Wasatch School |
Wasatch School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Washington School |
Washington School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Teachers will use Unified Classroom to differentiate instruction for their students. They will upload individualized assignments and activities that students will be able to access. Teachers will also utilize this program to collaborate and address their learning targets and GVCs. Unified classroom will be used during collaboration meetings and academy times for professional development and data driven instruction.
| West Bountiful School |
West Bountiful School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| West Clinton School |
West Clinton School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| West Point Jr High |
West Point Jr High
Grade-Level:
Middle School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| West Point School |
West Point School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Whitesides School |
Whitesides School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Windridge School |
Windridge School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
| Woods Cross High |
Woods Cross High
Grade-Level:
High School
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
Students at our schools will benefit from our use of this grant by: Receiving a 21st century education that involves using computers and other technology resources for more than just consumption. Rather, Students will be involved in creation using digital resources and technology to produce real world outcomes by exploring and being actively involved in STEM education. Students will learn to use tools to collect, observe, and interpret data and then apply the knowledge they have gained to create, modify, and explore. They will use robots to create coding while learning logic based thinking. They will use digital tools such as office applications, SKYPE, digital portfolios, etc. to create presentations that demonstrate their understanding. They will learn to see digital tools as more than just a conduit for entertainment and come to understand the powerful tools for change and creation that they really are.
| Woods Cross School |
Woods Cross School
Grade-Level:
Elementary
Focus of Grant:
Davis School District is committed to advancing equity, high reliability, and student achievement by strategically integrating educational technology. The district’s key priorities include:
1. Equity and Inclusion: Personalized learning experiences for all families through adaptive platforms, multilingual tools, and inclusive engagement strategies.
2. High Reliability Schools (HRS) Framework: Using real-time data, collaborative planning, and systematic monitoring to ensure every student learns at high levels.
3. Grade-Level Proficiency & Portrait of a Graduate: Leveraging digital assessments, LMS platforms, and progress monitoring tools to ensure students meet grade-level standards and develop essential competencies.
To support these priorities, Davis offers extensive professional learning resources. A team of 56 School Technology Specialists provides in-school coaching, device management, and professional development. The Leading-Edge-U-Cator program cultivates teacher-leaders in technology integration, complemented by the state’s digital badging program and hundreds of self-paced learning modules.
Looking ahead, the district seeks grant funding to expand advanced professional development, send educators to premier conferences, pilot innovative tools, and develop custom digital training modules. Substitutes will be funded to support walkthroughs at model schools. By blending existing resources with grant-supported innovations, Davis aims to strengthen teacher capacity, sustain meaningful technology use, and ensure equitable, technology-enhanced learning for all students.
Implementation of Grant in this School:
We will be focusing our efforts on improving instructional technology integrations. The efforts will be toward creating and sustaining 21st Century learning environments.
