Jordan District Cohort 10 (2026-2030)
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Digital Teaching and Learning Grant--Jordan School District
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
#Digital Teaching and Learning Grant--Jordan School District
At-A-Glance
$ 996,992
Funds FY 2017
$ 750,679
Funds FY 2018
$ 1,521,591
Funds FY 2019
$ 1,528,731
Funds FY 2020
57,836
Enrollment
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
English Language Arts
Science
Social Studies
21st Century Life and Careers
Visual and Performing Arts
Mathematics
21st CENTURY SKILLS
Creativity
Self-direction/Self-efficacy
Collaboration
Digital Citizenship
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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| Bastian School |
Bastian School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Bingham High |
Bingham High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Blackridge School |
Blackridge School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Bluffdale School |
Bluffdale School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Butterfield Canyon Scho... |
Butterfield Canyon School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Columbia School |
Columbia School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Copper Canyon School |
Copper Canyon School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Copper Hills High |
Copper Hills High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Copper Mountain Middle |
Copper Mountain Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Daybreak School |
Daybreak School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Eastlake School |
Eastlake School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Elk Meadows School |
Elk Meadows School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Elk Ridge Middle |
Elk Ridge Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Falcon Ridge School |
Falcon Ridge School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Foothills School |
Foothills School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Fort Herriman Middle |
Fort Herriman Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Fox Hollow School |
Fox Hollow School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Hayden Peak School |
Hayden Peak School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Heartland School |
Heartland School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Herriman High |
Herriman High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Herriman School |
Herriman School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Joel P Jensen Middle |
Joel P Jensen Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Jordan Academy For Tech... |
Jordan Academy For Technology & Careers North
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Jordan Academy For Tech... |
Jordan Academy For Technology & Careers South
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Jordan Hills School |
Jordan Hills School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Jordan Ridge School |
Jordan Ridge School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Kauri Sue Hamilton |
Kauri Sue Hamilton
Grade-Level:
K12
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Majestic School |
Majestic School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Midas Creek School |
Midas Creek School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Monte Vista School |
Monte Vista School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Mountain Creek Middle |
Mountain Creek Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Mountain Point School |
Mountain Point School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Mountain Ridge High |
Mountain Ridge High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Mountain Shadows School |
Mountain Shadows School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Oakcrest School |
Oakcrest School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Oquirrh Hills Middle |
Oquirrh Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Oquirrh School |
Oquirrh School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Preschool (Sp Ed) |
Preschool (Sp Ed)
Grade-Level:
Pre-Kindergarden
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Ridge View School |
Ridge View School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Rivers Edge School |
Rivers Edge School
Grade-Level:
K8
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Riverside School |
Riverside School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
Implementation of Grant in this School:
Collaborative writing using Google Docs, increased blended learning classrooms
| Riverton High |
Riverton High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Riverton School |
Riverton School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Rosamond School |
Rosamond School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Rose Creek School |
Rose Creek School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Silver Crest School |
Silver Crest School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| South Hills Middle |
South Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| South Jordan Middle |
South Jordan Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| South Jordan School |
South Jordan School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| South Valley School |
South Valley School
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Southland School |
Southland School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Southpointe Adult High |
Southpointe Adult High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Sunset Ridge Middle |
Sunset Ridge Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Terra Linda School |
Terra Linda School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Valley High School |
Valley High School
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Welby School |
Welby School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| West Hills Middle |
West Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| West Jordan High |
West Jordan High
Grade-Level:
High School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| West Jordan Middle |
West Jordan Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| West Jordan School |
West Jordan School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Westland School |
Westland School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
| Westvale School |
Westvale School
Grade-Level:
Elementary
Focus of Grant:
Jordan’s vision focuses on collaboration, learning and results. This is achieved by bringing educators together to foster an environment of success in academic achievement and growth for all students. Participation in the DTL grant will allow teachers to reach every child every day by creating a digital learning environment that enhances their level of technology implementation with a focus on deeper understanding through critical thinking, creativity, and authentic experience. This goal will be achieved through three means. First, network upgrades will be supplied to support the use of increased technology levels in the classrooms of participating teachers and schools. Second, grant participants will receive concentrated professional development and become a Professional Learning Community. In so doing, they will collaborate on learning in a digital environment and evaluate the results of technology integration strategies toward reaching the goal of increased student achievement. Third, grant participants will receive resources to enable personalized learning through a digital environment that will activate student engagement and self-direction. Ongoing assessments will be conducted to ensure appropriate progress on each of these goals.
Academic and Digital Equity
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
#Academic and Digital Equity
At-A-Glance
$ 1,551,049
Funds FY 2021
$ 1,561,778
Funds FY 2022
$ 1,572,841
Funds FY 2023
$ 1,565,902
Funds FY 2024
$ 1,563,061
Funds FY 2025
57,836
Enrollment
57,836
Students Impacted
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
English Language Arts
Reading
Science
Mathematics
21st CENTURY SKILLS
Creativity
Collaboration
Communication
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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| Antelope Canyon Element... |
Antelope Canyon Elementary
Grade-Level:
K6
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Aspen Elementary |
Aspen Elementary
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Bastian School |
Bastian School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Bingham High |
Bingham High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Blackridge School |
Blackridge School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Bluffdale Middle #1 |
Bluffdale Middle #1
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Bluffdale School |
Bluffdale School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Butterfield Canyon Scho... |
Butterfield Canyon School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Columbia School |
Columbia School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Copper Canyon School |
Copper Canyon School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Copper Hills High |
Copper Hills High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Copper Mountain Middle |
Copper Mountain Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Daybreak School |
Daybreak School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Eastlake School |
Eastlake School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Elk Meadows School |
Elk Meadows School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Elk Ridge Middle |
Elk Ridge Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Falcon Ridge School |
Falcon Ridge School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Foothills School |
Foothills School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Fort Herriman Middle |
Fort Herriman Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Fox Hollow School |
Fox Hollow School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Golden Fields School |
Golden Fields School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Hayden Peak School |
Hayden Peak School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Heartland School |
Heartland School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Herriman High |
Herriman High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Hidden Valley Middle |
Hidden Valley Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Joel P Jensen Middle |
Joel P Jensen Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Jordan Academy For Tech... |
Jordan Academy For Technology & Careers North
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Jordan Academy For Tech... |
Jordan Academy For Technology & Careers South
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Jordan Hills School |
Jordan Hills School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Jordan Ridge School |
Jordan Ridge School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Kauri Sue Hamilton |
Kauri Sue Hamilton
Grade-Level:
K12
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Kelsey Peak Virtual Mid... |
Kelsey Peak Virtual Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Kings Peak High |
Kings Peak High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Majestic School |
Majestic School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Midas Creek School |
Midas Creek School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Monte Vista School |
Monte Vista School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Mountain Creek Middle |
Mountain Creek Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Mountain Ridge High |
Mountain Ridge High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Mountain Shadows School |
Mountain Shadows School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| New South Jordan Elemen... |
New South Jordan Elementary - Creekside
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| New West Jordan School |
New West Jordan School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Oak Leaf Elementary |
Oak Leaf Elementary
Grade-Level:
K6
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Oakcrest School |
Oakcrest School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Oquirrh Hills Middle |
Oquirrh Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Oquirrh School |
Oquirrh School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Ridge View School |
Ridge View School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Rivers Edge School |
Rivers Edge School
Grade-Level:
K8
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Riverside School |
Riverside School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
Implementation of Grant in this School:
Collaborative writing using Google Docs, increased blended learning classrooms
| Riverton High |
Riverton High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Riverton School |
Riverton School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Rocky Peak Virtual Scho... |
Rocky Peak Virtual School
Grade-Level:
K6
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Rosamond School |
Rosamond School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Rose Creek School |
Rose Creek School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Silver Crest School |
Silver Crest School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| South Hills Middle |
South Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| South Jordan Middle |
South Jordan Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| South Jordan School |
South Jordan School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| South Valley School |
South Valley School
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Southland School |
Southland School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Sunset Ridge Middle |
Sunset Ridge Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Terra Linda School |
Terra Linda School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Valley High School |
Valley High School
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Welby School |
Welby School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| West Hills Middle |
West Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| West Jordan High |
West Jordan High
Grade-Level:
High School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| West Jordan Middle |
West Jordan Middle
Grade-Level:
Middle School
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| West Jordan School |
West Jordan School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Westland School |
Westland School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
| Westvale School |
Westvale School
Grade-Level:
Elementary
Focus of Grant:
Jordan School District (JSD) will, through the use of high quality instruction that integrates technology, address and close student achievement and growth gaps as measured on District and State assessment. JSD's long term outcome is to close achievement and growth gaps for students who fall into the categories of EL, economically disadvantaged, and/or students with disabilities (ELL, Low SES, and SWD).
Several frameworks are used throughout Jordan School District departments and schools provide structure and consistency in school improvement and student growth and achievement. The Jordan Educators Leading Learning (JELL) is a comprehensive model that clarifies purpose and provides clear direction. Following the model within a Professional Learning Community provides all students access to good teaching, a guaranteed curriculum, careful monitoring, and systemic interventions. JELL Standard 2, Effective Teaching and Learning in Every Classroom, includes indicators focusing on equitable access through effective teaching in every classroom that includes high-impact strategies, English language development strategies, and instructional coaching. DTL outcomes directly align with JELL.
The passage of SB149 created the Teacher and Student Success Act (TSSA) for the purpose of improving school performance and student academic achievement. As one of the TSSA requirements, JSD Board of Education adopted a Student Success Framework with guidelines for each school to follow in developing a TSSA Plan. The JSD Board’s TSSA Framework establishes three priorities schools are to use in developing a TSSA Plan. The priorities include coaching, professional development, and school-based initiatives. Schools designated TSI include, within the TSSA plan, action steps for using coaching to meet the needs of students within designated categories of EL, SWD, and SES. The DTL grant will support TSI schools in meeting their goals.
JSD Digital Teaching & Learning Grant aligns with JSD Board Ends Policy 401 Student Achievement through its specific focus on Tier 1 instruction. Additionally, this grant aligns with JSD Board Ends Policy 402 Empowering Employees through its specific focus of increasing teacher opportunities and capacity.
JSD integrates an MTSS Model to provide support to all students at all levels (elementary, middle, high) by using diverse teaching strategies, teaching tools, and leveraging technologies within multiple tiers of instruction and support. Learning for teachers at all levels (elementary, middle, and high) involves using technology to enhance established teaching practices. MTSS emphasizes the importance and priority of access to the core learning standards to all student populations. Implementation of the DTL grant will build the capacity of teachers to provide Tier I instruction that is both culturally-responsive and inclusive, and will help to close achievement gaps for students in the categories of EL, SWD, and SES through effective Tier I instructional practices that leverage digital tools and differentiated strategies.
Currently students of diverse populations (EL, SES, and SWD) are performing significantly lower or show limited growth on assessments such as RISE and WIDA. For example, students falling within ELL, Low SES, and SWD, scored between 23-35% less in proficiency compared to peers on RISE testing. JSD’s plan targets the use of teaching tools and strategies to train teachers in effective Tier I instructional practices. Tier I includes instructional practices that support 100% of students. The MTSS Model includes an additional Tier 2 support that generally includes 15-20% of students and Tier 3 support that generally includes 5% of students. The MTSS Model emphasizes the importance of Tier 1 instruction and establishes that 80% of students should have proficiency on learning targets prior to transition to tier 2 instruction. Currently, many JSD classes do not meet this 80% proficiency, especially for students who fall within the categories of EL, SWD, and SES.
Jordan’s DTL plan targets the instructional and technological capacity of teachers and students during Tier 1 instruction with a focus on the following:
1. Technology and instruction leveraged to increase social, instructional, and academic language vocabulary.
2. Leveraging technology as a platform for all student populations to demonstrate learning through innovation and creation in various ways to demonstrate understanding.
3. Selecting instructional materials and resources that support instruction designed for targeted students (EL, SWD, and SES).
4. Equity for all student populations by providing diverse experiences in digital problem-solving, collaboration, creativity, and production.
5. Equity for all student populations through research-based processes that leverage technology, digital software, and digital tools to support student learning and progress.
6. Equity for EL students through the use of WIDA I Can Descriptors that provide equitable access to core vocabulary and content at various stages of language development.
7. Equity for EL students through the use of SIOP instructional strategies, including the 8 components of sheltered English instruction (Lesson Preparation, Interaction, Building Background, Practice and Application, Comprehensible Input, Lesson Delivery, Strategies, Review and Assessment).
8. Educator’s comfort and ability to analyze and select tools and materials that are good for instructional outcomes and produce high language activities and results.
The technology used to leverage teaching and learning include, but are not limited to, Canvas, Canva, SchoolAI, Mastery Connect, Google Workspace for Education (Drive, Calendar, Mail, etc.), Nearpod, LearnPlatform, etc. This list will vary as new technologies and applications become available.
It is anticipated that by focusing on strategies within Tier I Instruction that address the needs of students who fall within the categories of ELL, Low SES, and SWD, the outcome will ultimately support all students in Jordan School District to achieve at higher levels as measured on end of year assessments.
Advancing Literacy, Math, and Digital Citizenship Through Strategic Professional Learning
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
#Advancing Literacy, Math, and Digital Citizenship Through Strategic Professional Learning
At-A-Glance
$ 1,452,952
Funds FY 2026
57,836
Enrollment
57000
Students Impacted
Suburban
Demographic
Wasatch Front South
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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| Antelope Canyon Element... |
Antelope Canyon Elementary
Grade-Level:
K6
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Aspen Elementary |
Aspen Elementary
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Bastian School |
Bastian School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Bingham High |
Bingham High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Blackridge School |
Blackridge School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Bluffdale Middle #1 |
Bluffdale Middle #1
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Bluffdale School |
Bluffdale School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Butterfield Canyon Scho... |
Butterfield Canyon School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Columbia School |
Columbia School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Copper Canyon School |
Copper Canyon School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Copper Hills High |
Copper Hills High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Copper Mountain Middle |
Copper Mountain Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Daybreak School |
Daybreak School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Eastlake School |
Eastlake School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Elk Meadows School |
Elk Meadows School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Elk Ridge Middle |
Elk Ridge Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Falcon Ridge School |
Falcon Ridge School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Foothills School |
Foothills School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Fort Herriman Middle |
Fort Herriman Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Fox Hollow School |
Fox Hollow School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Golden Fields School |
Golden Fields School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Hayden Peak School |
Hayden Peak School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Heartland School |
Heartland School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Herriman High |
Herriman High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Herriman School |
Herriman School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Hidden Valley Middle |
Hidden Valley Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Joel P Jensen Middle |
Joel P Jensen Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Jordan Academy For Tech... |
Jordan Academy For Technology & Careers North
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Jordan Academy For Tech... |
Jordan Academy For Technology & Careers South
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Jordan Hills School |
Jordan Hills School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Jordan Ridge School |
Jordan Ridge School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Juniper |
Juniper
Grade-Level:
4-6
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Kauri Sue Hamilton |
Kauri Sue Hamilton
Grade-Level:
K12
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Kelsey Peak Virtual Mid... |
Kelsey Peak Virtual Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Kings Peak High |
Kings Peak High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Majestic School |
Majestic School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Midas Creek School |
Midas Creek School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Monte Vista School |
Monte Vista School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Mountain Creek Middle |
Mountain Creek Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Mountain Point School |
Mountain Point School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Mountain Ridge High |
Mountain Ridge High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Mountain Shadows School |
Mountain Shadows School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| New South Jordan Elemen... |
New South Jordan Elementary - Creekside
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| New West Jordan School |
New West Jordan School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Oak Leaf Elementary |
Oak Leaf Elementary
Grade-Level:
K6
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Oakcrest School |
Oakcrest School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Oquirrh Hills Middle |
Oquirrh Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Oquirrh School |
Oquirrh School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Ridge View School |
Ridge View School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Rivers Edge School |
Rivers Edge School
Grade-Level:
K8
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Riverside School |
Riverside School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
Implementation of Grant in this School:
Collaborative writing using Google Docs, increased blended learning classrooms
| Riverton High |
Riverton High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Riverton School |
Riverton School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Rocky Peak Virtual Scho... |
Rocky Peak Virtual School
Grade-Level:
K6
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Rosamond School |
Rosamond School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Rose Creek School |
Rose Creek School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Silver Crest School |
Silver Crest School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| South Hills Middle |
South Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| South Jordan Middle |
South Jordan Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| South Jordan School |
South Jordan School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| South Valley School |
South Valley School
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Southland School |
Southland School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Southpointe Adult High |
Southpointe Adult High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Sunset Ridge Middle |
Sunset Ridge Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Terra Linda School |
Terra Linda School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Valley High School |
Valley High School
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Welby School |
Welby School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| West Hills Middle |
West Hills Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| West Jordan High |
West Jordan High
Grade-Level:
High School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| West Jordan Middle |
West Jordan Middle
Grade-Level:
Middle School
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| West Jordan School |
West Jordan School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Westland School |
Westland School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
| Westvale School |
Westvale School
Grade-Level:
Elementary
Focus of Grant:
Our district is implementing a five-year strategic plan focused on key initiatives: ensuring all students are reading on grade level by Grade 3, strengthening secondary math achievement, aligning with the Portrait of a Graduate, and fostering responsible technology use through a district cellphone policy and digital citizenship programs.
Technology plays a central role in delivering high-quality instruction (Canvas, SchoolAI), promoting belonging (digital citizenship), expanding access for multilingual learners, supporting wellness, and enhancing communication (Canvas, ParentSquare).
To build teacher capacity, the district provides four annual PD days, instructional coaching cycles, Tech Tuesdays, Lunch & Learn sessions, asynchronous book clubs, and Canvas-based professional learning at both district and building levels. Ongoing needs include substitute coverage, stipends for off-contract PD, exemplars of effective technology use, and just-in-time learning resources to support implementation of proficiency-based learning.
Instructional coaches receive advanced preparation through EdTech endorsements, ICA certification, monthly digital coaching visits, and district-led PD. Together, these initiatives foster a culture of innovation, equity, and excellence that supports literacy, numeracy, digital citizenship, and whole-student success.
