Utah State Board of Education Digital Teaching and Learning Grant Application FY 2018

Utah State Board of Education Digital Teaching and Learning Grant Application FY 2018

Utah State Board of Education Digital Teaching and Learning Grant Application FY 2018

508​ ​N.​ ​1500​ ​W.​ ​Marriott-Slaterville​ ​UT​ ​84404 ​ 801-393-3900 ​ www.venturelearning.org Utah​ ​State​ ​Board​ ​of​ ​Education Digital​ ​Teaching​ ​and​ ​Learning Grant​ ​Application​ ​FY​ ​2018 Submitted​ ​to:​ ​Sarah​ ​Young,​ ​Coordinator​ ​Digital​ ​Teaching​ ​and​ ​Learning,​ ​USBE. Review​ ​One ​ August​ ​17,​ ​2017 Review​ ​Two ​ September​ ​18,​ ​2017 Contact: Bonni​ ​Jones Heidi​ ​Esplin Kevin​ ​Wasden Venture​ ​Academy 508​ ​N​ ​1500​ ​W Marriott-Slaterville,​ ​UT​ ​84404

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​1 . Abstract Venture​ ​Academy​ ​is​ ​a​ ​K-12​ ​charter​ ​school​ ​in​ ​Weber​ ​County​ ​that​ ​emphasizes​ ​an​ ​active, inquiry-based​ ​approach​ ​to​ ​teaching​ ​and​ ​learning.​ ​We​ ​recognize​ ​that​ ​digital​ ​teaching​ ​and learning​ ​can​ ​significantly​ ​enrich​ ​the​ ​learning​ ​experience​ ​and​ ​that​ ​our​ ​students​​ ​​need​ ​more frequent​ ​and​ ​consistent​ ​opportunities​ ​to​ ​use​ ​digital​ ​tools​ ​in​ ​their​ ​classrooms​ ​and​ ​homes ​ ​ We​ ​will use​ ​the​ ​USOE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​to​ ​augment​ ​the​ ​use​ ​of​ ​digital​ ​tools​ ​in​ ​four particular​ ​ways: The​ ​mission​ ​of​ ​Venture​ ​Academy’s​ ​Digital​ ​Teaching ​ Learning​ ​program​ ​is,​ ​first,​ ​to​ ​enable students​ ​to​ ​use​ ​digital​ ​tools​ ​to​ ​gain​ ​general​ ​knowledge,​ ​employ​ ​effective​ ​research​ ​strategies,​ ​and create​ ​high​ ​quality​ ​products ​ Second,​ ​to​ ​enable​ ​teachers​ ​to​ ​utilize​ ​digital​ ​tools​ ​and​ ​related​ ​best practices​ ​in​ ​order​ ​to​ ​improve​ ​student​ ​learning​ ​through​ ​increased​ ​engagement,​ ​improved instruction,​ ​and​ ​broader​ ​access​ ​to​ ​digital​ ​technologies​ ​and​ ​curriculum ​ Third,​ ​to​ ​use​ ​digital tools​ ​to​ ​facilitate​ ​college​ ​readiness​ ​through​ ​higher-order​ ​problem​ ​solving,​ ​improved​ ​portfolio development,​ ​and​ ​college​ ​exploration ​ And,​ ​fourth ​ to​ ​provide​ ​all​ ​students​ ​with​ ​a​ ​greater understanding​ ​of​ ​digital​ ​stewardship​ ​and​ ​the​ ​role​ ​technology​ ​can​ ​provide​ ​in​ ​serving​ ​local​ ​and global​ ​communities.

During​ ​the​ ​first​ ​three-years​ ​of​ ​this​ ​program,​ ​we​ ​will​ ​focus​ ​on​ ​building​ ​a​ ​robust​ ​Digital​ ​Teaching and​ ​Learning​ ​program​ ​in​ ​grades​ ​9-12 ​ With​ ​the​ ​success​ ​of​ ​this​ ​program,​ ​we​ ​will​ ​expand​ ​to grades​ ​K-8​ ​in​ ​years​ ​2-3 ​ This​ ​grant​ ​will​ ​enable​ ​Venture​ ​Academy​ ​to​ ​launch​ ​an​ ​effective​ ​Digital Teaching​ ​and​ ​Learning​ ​program​ ​and​ ​to​ ​empower​ ​our​ ​students​ ​achieve​ ​the​ ​purposes​ ​stated above.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​2 . LEA​ ​OVERVIEW I ​ RESULTS​ ​OF​ ​READINESS​ ​ASSESSMENT Venture​ ​Academy​ ​selected​ ​the​ ​North​ ​Carolina​ ​Digital​ ​Learning​ ​Progress​ ​Rubric​ ​to​ ​serve​ ​as​ ​our Readiness​ ​Assessment ​ Our​ ​scoring​ ​sheet​ ​is​ ​attached,​ ​as​ ​well​ ​as​ ​the​ ​Rubric ​ ( See​ ​the​ ​attached files ​ NCDigitalrubric.pdf​ ​and​ ​NCDigitalScoringSheet-AppendixB.pdf ​ Appendix​ ​C​ ​is​ ​copied below,​ ​which​ ​demonstrates​ ​that​ ​all​ ​required​ ​elements​ ​and​ ​data​ ​points​ ​requested​ ​by​ ​the​ ​Readiness Assessment​ ​are​ ​provided.

North​ ​Carolina​ ​Digital​ ​Learning​ ​Progress​ ​Rubric,​ ​Appendix​ ​C,​ ​Data​ ​Interpretation​ ​Guide PHASE GUIDING​ ​QUESTIONS Explore ● Do​ ​your​ ​rubric​ ​results​ ​resonate? ○ Yes ​ We​ ​recognize​ ​in​ ​our​ ​results​ ​an​ ​unactualized,​ ​yet​ ​sincere desire​ ​to​ ​fully​ ​apply​ ​digital​ ​teaching​ ​and​ ​learning​ ​in​ ​order​ ​to support​ ​our​ ​school​ ​vision ​ At​ ​Venture​ ​Academy,​ ​successful teaching​ ​and​ ​learning​ ​are​ ​guided​ ​by​ ​the​ ​“Five​ ​Dimensions​ ​of Student​ ​Achievement ​ These​ ​are​ ​(1)​ ​Character​ ​Development, (2)​ ​Research​ ​and​ ​Reasoning,​ ​(3)​ ​Service​ ​to​ ​Others,​ ​(4)​ ​High Quality​ ​Products,​ ​and​ ​(5)​ ​Skills​ ​and​ ​Knowledge ​ While​ ​digital teaching​ ​and​ ​learning​ ​will​ ​support​ ​all​ ​five​ ​dimensions,​ ​we believe​ ​that​ ​a​ ​technology-driven​ ​program​ ​focused​ ​on​ ​the dimension​ ​of​ ​Research ​ Reasoning​ ​will​ ​deepen​ ​and accelerate​ ​learning.We​ ​also​ ​see​ ​a​ ​need​ ​to​ ​become​ ​more “student-centered”​ ​in​ ​our​ ​use​ ​of​ ​digital​ ​tools.​ ​A​ ​robust​ ​Digital Teaching​ ​and​ ​Learning​ ​program​ ​will​ ​empower​ ​both​ ​teachers and​ ​learners​ ​to​ ​succeed.

● Any​ ​surprises?​ ​Why? ○ We​ ​were​ ​pleased​ ​to​ ​see​ ​our​ ​score​ ​regarding​ ​“Communication and​ ​Collaboration ​ While​ ​most​ ​of​ ​our​ ​results​ ​scored​ ​“early” or​ ​“developing”,​ ​our​ ​score​ ​in​ ​Communication​ ​and Collaboration​ ​was​ ​a​ ​4​ ​(Target ​ We​ ​are​ ​a​ ​small​ ​school​ ​that places​ ​great​ ​emphasis​ ​on​ ​collaboration​ ​in​ ​our​ ​teaching practices.​ ​We​ ​believe​ ​our​ ​strengths​ ​in​ ​Communication​ ​and Collaboration​ ​will​ ​play​ ​a​ ​large​ ​role​ ​in​ ​helping​ ​us​ ​succeed​ ​in developing​ ​a​ ​successful​ ​Digital​ ​Teaching​ ​and​ ​Learning

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​3 . program​ ​at​ ​our​ ​school. ● Do​ ​you​ ​see​ ​any​ ​correlation​ ​or​ ​inconsistencies​ ​between​ ​the​ ​rubric results​ ​and​ ​other​ ​data​ ​you​ ​have?​ ​Why​ ​do​ ​you​ ​think​ ​this​ ​is​ ​the​ ​case? ○ Our​ ​results​ ​seem​ ​very​ ​consistent​ ​with​ ​the​ ​data​ ​and​ ​observations we​ ​have​ ​regarding​ ​our​ ​school ​ We​ ​recognize​ ​the​ ​importance​ ​of Digital​ ​Teaching​ ​and​ ​Learning,​ ​but​ ​have​ ​not​ ​completely implemented​ ​many​ ​of​ ​the​ ​practices​ ​that​ ​would​ ​more​ ​fully support​ ​our​ ​school​ ​vision​ ​and​ ​goals ​ We​ ​have​ ​developed​ ​a nearly​ ​1:1​ ​ration​ ​of​ ​Chromebooks​ ​to​ ​students,​ ​however,​ ​we need​ ​to​ ​improve​ ​how​ ​effectively​ ​those​ ​tools​ ​are ​ used​ ​by teachers​ ​to​ ​support​ ​instruction​ ​and​ ​by​ ​students​ ​for​ ​effective research​ ​and​ ​reasoning ​ We​ ​have​ ​many​ ​of​ ​the​ ​“bones”​ ​in​ ​place for​ ​an​ ​effective​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​program,​ ​and recognize​ ​the​ ​need​ ​for​ ​additional​ ​support​ ​and​ ​funding​ ​in​ ​order to​ ​fully​ ​develop​ ​this​ ​program.

Identify​ ​3-4​ ​questions​ ​that​ ​emerge​ ​as​ ​you​ ​review​ ​your​ ​data​. ● How​ ​can​ ​we​ ​use​ ​technology​ ​to​ ​support​ ​Venture’s​ ​Five​ ​Dimensions​ ​of​ ​Student Achievement​ ​and​ ​to​ ​deepen​ ​and​ ​accelerate​ ​learning? ● What​ ​leadership​ ​structures​ ​can​ ​we​ ​put​ ​in​ ​place​ ​to​ ​provide​ ​long-term​ ​support​ ​for​ ​digital teaching​ ​and​ ​learning​ ​in​ ​our​ ​school? ● In​ ​turn,​ ​how​ ​can​ ​that​ ​leadership​ ​facilitate​ ​meaningful​ ​professional​ ​learning​ ​that supports​ ​our​ ​goals​ ​in​ ​digital​ ​teaching​ ​and​ ​learning?

● How​ ​can​ ​we​ ​remediate​ ​students​ ​who​ ​are​ ​struggling​ ​to​ ​keep​ ​up? PHASE GUIDING​ ​QUESTIONS Interpret ● What​ ​do​ ​the​ ​results​ ​mean?​ ​How​ ​would​ ​you​ ​summarize​ ​the​ ​data? ○ The​ ​results​ ​of​ ​the​ ​NC​ ​Digital​ ​Learning​ ​Plan​ ​assessment​ ​show that​ ​Venture​ ​Academy​ ​is​ ​“early”​ ​in​ ​its​ ​development​ ​of​ ​digital teaching​ ​and​ ​learning​ ​practices ​ Our​ ​vision​ ​of​ ​how​ ​technology may​ ​deepen​ ​and​ ​accelerate​ ​learning​ ​has​ ​not​ ​been​ ​fully implemented,​ ​however,​ ​we​ ​have​ ​a​ ​desire​ ​to​ ​develop​ ​it ​ Our faculty​ ​values​ ​communication​ ​and​ ​collaboration​ ​and​ ​will support​ ​each​ ​other​ ​and​ ​encourage​ ​one​ ​another​ ​in​ ​the development​ ​of​ ​digital​ ​teaching​ ​practices ​ Simply​ ​stated,​ ​our digital​ ​learning​ ​initiatives​ ​are​ ​in​ ​the​ ​very​ ​early​ ​stages​ ​of development,​ ​but​ ​we​ ​have​ ​a​ ​faculty​ ​and​ ​administration​ ​that​ ​are willing​ ​and​ ​capable​ ​of​ ​fully​ ​implementing​ ​digital​ ​teaching​ ​and learning​ ​within​ ​our​ ​school​ ​and​ ​classrooms.

● What​ ​is​ ​working​ ​really​ ​well​ ​in​ ​your​ ​district ​ What​ ​is​ ​not? ○ What​ ​is​ ​working​ ​well ​ The​ ​cohesion​ ​and​ ​communication

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​4 . between​ ​Venture​ ​Academy’s​ ​faculty​ ​is​ ​perhaps​ ​its​ ​greatest strength ​ Venture’s​ ​teachers​ ​regularly​ ​collaborate​ ​in​ ​teaching and​ ​leadership​ ​responsibilities ​ Teachers​ ​are​ ​empowered​ ​to make​ ​important​ ​decisions​ ​regarding​ ​the​ ​use​ ​of​ ​technology within​ ​their​ ​classrooms. ○ Venture​ ​also​ ​recognizes​ ​the​ ​need​ ​for​ ​technology​ ​and​ ​has worked​ ​to​ ​establish​ ​a​ ​nearly​ ​1:1​ ​ration​ ​of​ ​computers​ ​to​ ​students in​ ​grades​ ​9-12​ ​and​ ​to​ ​provide​ ​computer​ ​labs​ ​that​ ​are​ ​available for​ ​all​ ​grades ​ Students​ ​are​ ​also​ ​encouraged​ ​to​ ​bring​ ​their​ ​own devices​ ​(BYOD)​ ​and​ ​use​ ​them​ ​appropriately.

○ Venture​ ​also​ ​has​ ​a​ ​solid ​ internet​ ​system​ ​that​ ​can​ ​be​ ​easily upgraded​ ​to​ ​facilitate​ ​development​ ​of​ ​a​ ​more​ ​robust​ ​Digital Teaching​ ​and​ ​Learning​ ​program. ○ Venture​ ​Academy​ ​is​ ​working​ ​toward​ ​the​ ​use​ ​of​ ​the​ ​school website,​ ​Google​ ​Classroom,​ ​and​ ​PowerSchool​ ​as​ ​an​ ​effective digital​ ​tool​ ​for​ ​teachers,​ ​parents,​ ​and​ ​students. ○ We​ ​have​ ​begun ​ In​ ​some​ ​classes,​ ​there​ ​has​ ​been​ ​a​ ​concerted effort​ ​to​ ​utilize​ ​digital​ ​tools​ ​for​ ​instruction​ ​and​ ​assessment, however,​ ​these​ ​have​ ​been​ ​somewhat​ ​limited​ ​due​ ​to​ ​lack​ ​of effective​ ​resources.

○ What​ ​can​ ​be​ ​improved ​ While​ ​we​ ​value​ ​digital​ ​learning,​ ​we have​ ​not​ ​fully​ ​implemented​ ​it​ ​school​ ​wide ​ We​ ​can​ ​better integrate​ ​our​ ​vision​ ​and​ ​goals​ ​for​ ​digital​ ​teaching​ ​and​ ​learning into​ ​the​ ​core​ ​components​ ​of​ ​our​ ​school’s​ ​improvement​ ​plan. ○ Venture​ ​Academy​ ​can​ ​create​ ​more​ ​frequent​ ​and​ ​meaningful opportunities​ ​for​ ​students​ ​to​ ​​“identify,​ ​evaluate,​ ​and​ ​use appropriate​ ​digital​ ​tools​ ​and​ ​resources​ ​to​ ​create,​ ​think critically,​ ​solve​ ​problems,​ ​explore​ ​relevant​ ​and​ ​authentic issues,​ ​establish​ ​reliability,​ ​communicate​ ​their​ ​ideas,​ ​and collaborate​ ​effectively ​ We​ ​will​ ​need​ ​to​ ​assess​ ​how​ ​many students​ ​and​ ​teachers​ ​have​ ​full​ ​access​ ​to​ ​the​ ​internet​ ​outside​ ​of school​ ​and​ ​consider​ ​options​ ​to​ ​ensure​ ​that​ ​all​ ​do. ○ Venture​ ​Academy​ ​can​ ​implement​ ​a​ ​“diverse,​ ​representative school​ ​leadership​ ​team​ ​[Digital​ ​Teaching​ ​and​ ​Learning Leadership​ ​Team],​ ​consisting​ ​of​ ​school​ ​administrators, teachers,​ ​students​ ​improve​ ​digital​ ​teaching​ ​and​ ​learning​ ​by expanding​ ​digital​ ​tools​ ​for​ ​research,​ ​parents,​ ​and​ ​community members ​ The​ ​leadership​ ​team​ ​can​ ​guide​ ​the​ ​acquisition​ ​of resources,​ ​the​ ​training​ ​of​ ​teachers,​ ​and​ ​the​ ​gathering​ ​of​ ​data​ ​to support​ ​this​ ​program​ ​and​ ​that​ ​empower​ ​teachers​ ​and​ ​students to​ ​use​ ​digital​ ​tools​ ​successfully ​ The​ ​leadership​ ​team​ ​should ensure​ ​that​ ​all​ ​“school​ ​leaders”​ ​can​ ​serve​ ​a​ ​lead​ ​learners​ ​for digital​ ​teaching​ ​and​ ​learning​ ​practices,​ ​modeling​ ​effective​ ​use of​ ​high​ ​quality​ ​digital​ ​resources.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​5 . ○ Venture​ ​can​ ​provide​ ​more​ ​effective​ ​opportunities​ ​for​ ​students to​ ​have​ ​access​ ​to​ ​digital​ ​tools​ ​that​ ​facilitate​ ​remediation​ ​and differentiation. ○ Venture​ ​Academy​ ​can​ ​become​ ​more​ ​data​ ​driven​ ​with​ ​regard​ ​to Digital​ ​Teaching​ ​and​ ​Learning.​ ​We​ ​currently​ ​only​ ​use​ ​limited data​ ​from​ ​the​ ​state​ ​level​ ​to​ ​inform​ ​our​ ​decisions​ ​regarding digital​ ​teaching​ ​and​ ​learning.​ ​This​ ​grant​ ​will​ ​make​ ​us​ ​more aware​ ​of​ ​the​ ​data,​ ​the​ ​metrics​ ​we​ ​can​ ​use​ ​to​ ​assess improvement,​ ​and​ ​how​ ​we​ ​can​ ​help​ ​our​ ​students​ ​improve​ ​their ability​ ​to​ ​learn​ ​and​ ​succeed.

○ Venture​ ​Academy​ ​can​ ​improve​ ​the​ ​use​ ​of​ ​digital​ ​resources​ ​and collections​ ​available​ ​in​ ​our​ ​school​ ​library,​ ​such​ ​as​ ​tools​ ​to digitize​ ​artifacts​ ​for​ ​their​ ​portfolios. ● What​ ​are​ ​the​ ​critical​ ​points​ ​or​ ​trends​ ​you​ ​saw​ ​in​ ​the​ ​data? ○ Perhaps​ ​the​ ​most​ ​critical​ ​point​ ​derived​ ​from​ ​the​ ​assessment​ ​is that​ ​our​ ​students​ ​need​ ​more​ ​frequent​ ​and​ ​consistent opportunities​ ​to​ ​use​ ​the​ ​appropriate​ ​digital​ ​tools​ ​in​ ​order​ ​to deepen​ ​and​ ​accelerate​ ​learning.

○ We​ ​can​ ​improve​ ​the​ ​practice​ ​of​ ​Blended​ ​Learning​ ​within​ ​our classrooms​ ​and​ ​improve​ ​our​ ​knowledge​ ​and​ ​use​ ​of​ ​“best practices”​ ​with​ ​regard​ ​to​ ​digital​ ​teaching​ ​and​ ​learning. Although​ ​we​ ​place​ ​significant​ ​value​ ​on​ ​technology​ ​at​ ​Venture Academy,​ ​our​ ​resources​ ​are​ ​limited​ ​and​ ​our​ ​use​ ​of​ ​technology is​ ​often​ ​superficial. ○ We​ ​will​ ​need​ ​to​ ​provide​ ​or​ ​find​ ​opportunities​ ​for​ ​our​ ​faculty and​ ​administrators​ ​to​ ​pursue​ ​additional​ ​professional​ ​learning on​ ​leading​ ​digital​ ​transitions,​ ​blended​ ​learning,​ ​and communication.

○ Another​ ​critical​ ​point​ ​is​ ​the​ ​need​ ​to​ ​implement​ ​a​ ​long-term Digital​ ​Teaching​ ​and​ ​Learning​ ​leadership​ ​team​ ​that​ ​will​ ​work to​ ​support​ ​digital​ ​learning​ ​in​ ​all​ ​classrooms. ○ Our​ ​students​ ​have​ ​developed​ ​a​ ​decent​ ​understanding​ ​of​ ​Digital Citizenship,​ ​and​ ​we​ ​are​ ​trending​ ​toward​ ​even​ ​greater​ ​global awareness​ ​and​ ​digital​ ​social​ ​interaction. ● At​ ​your​ ​district,​ ​who​ ​needs​ ​to​ ​be​ ​involved​ ​in​ ​a​ ​discussion​ ​about​ ​this data ​ How​ ​can​ ​you​ ​engage​ ​teachers​ ​and​ ​other​ ​stakeholders? ○ Initially,​ ​the​ ​discussion​ ​should​ ​include​ ​the​ ​Executive​ ​Director, Principals​ ​of​ ​the​ ​High​ ​School​ ​and​ ​Academy,​ ​and​ ​the​ ​Digital Teaching​ ​and​ ​Learning​ ​Committee​ ​(consisting​ ​initially​ ​of​ ​Ms. Bonni​ ​Jones​ ​and​ ​Mr.​ ​Kevin​ ​Wasden,​ ​but​ ​will​ ​expand​ ​with implementation​ ​of​ ​the​ ​grant ​ The​ ​discussion​ ​would​ ​expand​ ​to the​ ​teachers​ ​in​ ​order​ ​to​ ​seek​ ​their​ ​input​ ​regarding​ ​digital​ ​needs and​ ​practices ​ We​ ​would​ ​share​ ​our​ ​goals​ ​and​ ​metrics​ ​with​ ​our teachers​ ​to​ ​help​ ​them​ ​understand​ ​the​ ​objectives​ ​and​ ​what​ ​role

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​6 . they​ ​will​ ​play ​ By​ ​engaging​ ​teachers​ ​early​ ​in​ ​this​ ​discussion, we​ ​will​ ​help​ ​them​ ​feel​ ​more​ ​invested​ ​in​ ​the​ ​program​ ​and willing​ ​to​ ​work​ ​toward​ ​its​ ​success.​ ​Finally,​ ​the​ ​discussion should​ ​be​ ​expanded​ ​to​ ​students​ ​and​ ​their​ ​parents/guardians,​ ​as they​ ​are​ ​important​ ​stakeholders​ ​with​ ​a​ ​significant​ ​investment in​ ​the​ ​results​ ​of​ ​this​ ​initiative.

Document​ ​at​ ​least​ ​3​ ​takeaways​ ​from​ ​your​ ​review​ ​of​ ​your​ ​data​. ● Venture​ ​Academy​ ​can​ ​create​ ​more​ ​frequent​ ​and​ ​meaningful​ ​opportunities​ ​for​ ​students to​ ​​“identify,​ ​evaluate,​ ​and​ ​use​ ​appropriate​ ​digital​ ​tools​ ​and​ ​resources​ ​to​ ​create,​ ​think critically,​ ​solve​ ​problems,​ ​explore​ ​relevant​ ​and​ ​authentic​ ​issues,​ ​establish​ ​reliability, communicate​ ​their​ ​ideas,​ ​and​ ​collaborate​ ​effectively​.” ● We​ ​are​ ​trending​ ​toward​ ​even​ ​greater​ ​global​ ​awareness​ ​and​ ​digital​ ​social​ ​interaction. ● We ​ need​ ​to​ ​implement​ ​a​ ​long-term​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​leadership​ ​team​ ​that will​ ​work​ ​to​ ​support​ ​digital​ ​learning​ ​in​ ​all​ ​classrooms​ ​and​ ​ensure​ ​that​ ​student achievement​ ​increases​ ​significantly.

PHASE GUIDING​ ​QUESTIONS Act ● What​ ​does​ ​this​ ​rubric​ ​data​ ​tell​ ​you​ ​about​ ​efforts​ ​you​ ​should​ ​prioritize now ​ Next​ ​school​ ​year? ○ Our​ ​initial​ ​efforts​ ​should​ ​focus​ ​on​ ​forming​ ​a​ ​Digital​ ​Teaching and​ ​Learning​ ​leadership​ ​team​ ​who​ ​will​ ​assume​ ​ownership​ ​of this​ ​initiative​ ​and​ ​work​ ​to​ ​ensure​ ​its​ ​long-term​ ​implementation and​ ​to​ ​create​ ​a​ ​schoolwide​ ​culture​ ​and​ ​environment​ ​that​ ​uses digital​ ​tools​ ​to​ ​deepen​ ​and​ ​accelerate​ ​student​ ​learning. ○ We​ ​should​ ​also​ ​consider​ ​cultural​ ​changes​ ​that​ ​will​ ​help​ ​the school​ ​shift​ ​toward​ ​a​ ​“culture​ ​of​ ​intellect”​ ​that​ ​focuses​ ​on student​ ​learning​ ​and​ ​achievement.

○ Upon​ ​receipt​ ​of​ ​the​ ​grant,​ ​within​ ​the​ ​first​ ​three​ ​months,​ ​the leadership​ ​team​ ​will​ ​work​ ​closely​ ​with​ ​the​ ​teachers​ ​to​ ​identify and​ ​purchase​ ​the​ ​needed​ ​digital​ ​tools​ ​and​ ​resources. ● What​ ​changes​ ​are​ ​you​ ​going​ ​to​ ​make​ ​based​ ​on​ ​this​ ​data? ○ The​ ​primary​ ​changes​ ​that​ ​will​ ​occur​ ​in​ ​the​ ​beginning​ ​will​ ​be​ ​in leadership​ ​and​ ​training,​ ​as​ ​accomplished​ ​through​ ​professional development ​ Teachers​ ​will​ ​be​ ​taught​ ​how​ ​to​ ​use​ ​digital​ ​tools to​ ​support​ ​Research ​ Reasoning​ ​and​ ​Skills ​ Knowledge​ ​and how​ ​these​ ​practices​ ​can​ ​be​ ​technology-driven​ ​and student-centered.

○ Another​ ​major​ ​change​ ​will​ ​be​ ​in​ ​the​ ​school​ ​culture,​ ​placing greater​ ​emphasis​ ​on​ ​using​ ​technology​ ​in​ ​problem-based learning​ ​experiences.​ ​Culturally,​ ​we​ ​will​ ​shift​ ​to​ ​learning​ ​for

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​7 . understanding,​ ​and​ ​not​ ​simply​ ​knowing. ○ We​ ​will​ ​also​ ​need​ ​to​ ​change​ ​the​ ​environment​ ​in​ ​the​ ​way​ ​we talk​ ​about​ ​and​ ​use​ ​technological​ ​tools​ ​and​ ​resources,​ ​as​ ​well​ ​as offering​ ​frequent​ ​opportunities​ ​for​ ​students​ ​to​ ​use​ ​these​ ​tools​ ​in the​ ​process​ ​of​ ​learning. ● How​ ​do​ ​these​ ​data​ ​inform​ ​local​ ​policy? ○ The​ ​data​ ​has​ ​enlarged​ ​the​ ​vision​ ​of​ ​our​ ​local​ ​policy​ ​makers​ ​and given​ ​them​ ​more​ ​focus​ ​and​ ​commitment​ ​to​ ​encouraging​ ​the necessary​ ​changes​ ​to​ ​make​ ​this​ ​program​ ​work. Identify​ ​two​ ​things​ ​you​ ​should​ ​do​ ​based​ ​on​ ​the​ ​data​ ​and​ ​who​ ​in​ ​your​ ​district​ ​should​ ​be involved​ ​in​ ​next​ ​steps.

● Venture​ ​Academy​ ​can​ ​implement​ ​a​ ​“diverse,​ ​representative​ ​school​ ​leadership​ ​team [Digital​ ​Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team],​ ​consisting​ ​of​ ​school​ ​administrators, teachers,​ ​students​ ​improve​ ​digital​ ​teaching​ ​and​ ​learning​ ​by​ ​expanding​ ​digital​ ​tools​ ​for research,​ ​parents,​ ​and​ ​community​ ​members ​ This​ ​team​ ​will​ ​create​ ​the​ ​policies​ ​that will​ ​govern​ ​the​ ​program​ ​and​ ​ensure​ ​its​ ​long-term​ ​sustainability ​ They​ ​will​ ​also​ ​refine the​ ​goals​ ​and​ ​vision​ ​of​ ​the​ ​program​ ​and​ ​implement​ ​the​ ​teacher​ ​and​ ​administrative training​ ​programs.

● Review​ ​the​ ​state​ ​level​ ​data,​ ​such​ ​as​ ​ACT​ ​and​ ​SAGE​ ​scores,​ ​in​ ​order​ ​to​ ​identify​ ​the areas​ ​of​ ​greatest​ ​need​ ​in​ ​order​ ​to​ ​guide​ ​the​ ​design​ ​and​ ​implementation​ ​of​ ​the​ ​digital teaching​ ​and​ ​learning​ ​program​ ​within​ ​our​ ​school. ● Who​ ​should​ ​be​ ​involved​ ​in​ ​the​ ​next​ ​steps ​ The​ ​Executive​ ​Director ​ the​ ​high​ ​school principal,​ ​the​ ​academy​ ​principal,​ ​a​ ​representative​ ​from​ ​the​ ​school​ ​board,​ ​and PHASE GUIDING​ ​QUESTIONS Share ● How​ ​should​ ​you​ ​share​ ​your​ ​interpretation​ ​of​ ​the​ ​data​ ​with​ ​staff? Parents?​ ​School​ ​board?

○ Data​ ​will​ ​be​ ​shared​ ​with​ ​the​ ​administration​ ​through​ ​regular weekly​ ​meetings​ ​and​ ​updates ​ It​ ​will​ ​be​ ​shared​ ​with​ ​the​ ​staff through​ ​regular​ ​professional​ ​development​ ​meetings​ ​each month ​ Data​ ​will​ ​be​ ​provided​ ​to​ ​parents​ ​through​ ​semi-annual parent​ ​meetings,​ ​the​ ​school​ ​website,​ ​and​ ​Student-Led Conferences​ ​(Parent-Teacher​ ​Conferences ​ And​ ​finally,​ ​data will​ ​be​ ​shared​ ​with​ ​the​ ​School​ ​Board​ ​through​ ​semi-annual presentations​ ​at​ ​monthly​ ​board​ ​meetings.

○ A​ ​blog​ ​could​ ​be​ ​could​ ​be​ ​created​ ​to​ ​share​ ​information​ ​about the​ ​program,​ ​weekly​ ​updates,​ ​and​ ​tips​ ​for​ ​students​ ​and​ ​parents to​ ​increase​ ​digital​ ​learning​ ​opportunities​ ​in​ ​the​ ​home​ ​and community. ● Who​ ​should​ ​have​ ​this​ ​information?

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​8 . ○ The​ ​information​ ​should​ ​be​ ​available​ ​to​ ​all​ ​stakeholders. ● How​ ​can​ ​your​ ​data​ ​support​ ​current​ ​or​ ​ongoing​ ​initiatives​ ​in​ ​your district? ○ The​ ​foremost​ ​digital​ ​initiative​ ​at​ ​our​ ​school​ ​is​ ​establishing​ ​a 1:1​ ​ratio​ ​of​ ​Chromebooks​ ​to​ ​students ​ We​ ​have​ ​attained approximately​ ​90%​ ​of​ ​this​ ​goal ​ We​ ​will​ ​continue​ ​to​ ​work​ ​to complete​ ​this​ ​goal​ ​and​ ​the​ ​data​ ​derived​ ​from​ ​the​ ​North Carolina​ ​Digital​ ​Learning​ ​Plan​ ​to​ ​better​ ​use​ ​the​ ​Chromebooks to​ ​support​ ​student​ ​learning​ ​and​ ​effective​ ​teaching. ● What​ ​is​ ​your​ ​vision​ ​for​ ​getting​ ​additional​ ​input​ ​as​ ​you​ ​go​ ​through​ ​the planning​ ​process?

○ Seeking​ ​and​ ​responding​ ​to​ ​feedback​ ​from​ ​UEN ○ Seeking​ ​consultation​ ​from​ ​our​ ​IT​ ​services​ ​companies. ○ Speaking​ ​with​ ​other​ ​schools​ ​who​ ​have​ ​developed​ ​or​ ​are developing​ ​similar​ ​programs. Note​ ​how​ ​and​ ​with​ ​whom​ ​this​ ​data​ ​should​ ​be​ ​shared. ● Executive​ ​Director,​ ​Academy​ ​Principal,​ ​and​ ​School​ ​Board ​ Updates​ ​during​ ​monthly board​ ​meetings,​ ​provided​ ​by​ ​a​ ​representative​ ​of​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning Leadership​ ​Team.

● Principal​ ​of​ ​the​ ​High​ ​School ​ Weekly​ ​updates,​ ​as​ ​needed,​ ​during​ ​administrative meetings ​ Updates​ ​during​ ​monthly​ ​board​ ​meetings,​ ​provided​ ​by​ ​a​ ​representative​ ​of​ ​the Digital​ ​Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team. ● Digital​ ​Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team ​ Weekly​ ​meetings ● Teachers ​ Updates​ ​through​ ​Professional​ ​Development,​ ​as​ ​needed ​ Regular​ ​monthly Professional​ ​Development​ ​on​ ​effective​ ​Digital​ ​Teaching​ ​and​ ​Learning. ● Students ​ Information​ ​will​ ​be​ ​provided​ ​to​ ​students​ ​through​ ​Crew​ ​and​ ​through classrooms,​ ​relevant​ ​to​ ​the​ ​content​ ​of​ ​each​ ​class.​ ​Data​ ​relevant​ ​to​ ​Grade​ ​Level​ ​will​ ​be provided​ ​as​ ​needed​ ​through​ ​Grade​ ​Level​ ​Crew.

● Parents ​ Data​ ​will​ ​be​ ​provided​ ​through​ ​annual​ ​parent​ ​meetings,​ ​Student​ ​Led Conferences,​ ​and​ ​online​ ​forums​ ​such​ ​as​ ​the​ ​website​ ​and​ ​the​ ​school’s​ ​Digital​ ​Teaching and​ ​Learning​ ​blog. PHASE GUIDING​ ​QUESTIONS Collect ● What​ ​local​ ​data​ ​do​ ​you​ ​already​ ​have​ ​available? ○ ACT​ ​scores​ ​and​ ​trends​ ​for​ ​eleventh​ ​grade​ ​students​ ​for​ ​each school​ ​year​ ​since​ ​2013. ○ SAGE​ ​scores​ ​for​ ​each​ ​year,​ ​with​ ​information​ ​on​ ​the​ ​percent​ ​of students​ ​proficient​ ​in​ ​each​ ​grade​ ​in​ ​ELA,​ ​Mathematics,​ ​and Science.

○ Annual​ ​Grade​ ​Point​ ​Averages ○ Graduation​ ​Rates ● What​ ​new​ ​data​ ​do​ ​you​ ​need​ ​to​ ​collect?

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​9 . ○ The​ ​frequency​ ​of​ ​student-centered​ ​activities​ ​and​ ​lessons​ ​in​ ​our classrooms. ○ Digital​ ​tools​ ​and​ ​resources​ ​that​ ​are​ ​vetted​ ​to​ ​help​ ​students​ ​with learning,​ ​research​ ​and​ ​reasoning ​ We​ ​also​ ​need​ ​best​ ​practices for​ ​using​ ​them. ● What​ ​about​ ​qualitative​ ​data? ○ We​ ​need​ ​to​ ​know​ ​how​ ​students​ ​think​ ​about​ ​their​ ​academic abilities.

○ We​ ​need​ ​to​ ​know​ ​students​ ​perceptions​ ​about​ ​their​ ​learning, what​ ​is​ ​working​ ​and​ ​what​ ​is​ ​not. List​ ​other​ ​data​ ​you​ ​already​ ​have​ ​available​ ​and​ ​additional​ ​data​ ​that​ ​you​ ​need. ● Data​ ​we​ ​have: ○ ACT​ ​scores​ ​and​ ​trends​ ​for​ ​eleventh​ ​grade​ ​students​ ​for​ ​each​ ​school​ ​year​ ​since 2013. ○ SAGE​ ​scores​ ​for​ ​each​ ​year,​ ​with​ ​information​ ​on​ ​the​ ​percent​ ​of​ ​students proficient​ ​in​ ​each​ ​grade​ ​in​ ​ELA,​ ​Mathematics,​ ​and​ ​Science.​ ​As​ ​our​ ​Digital Teaching​ ​and​ ​Learning​ ​program​ ​will​ ​begin​ ​with​ ​grades​ ​9-12,​ ​we​ ​will​ ​focus​ ​on proficiency​ ​levels​ ​from​ ​8th​ ​grade​ ​in​ ​order​ ​to​ ​assess​ ​improvement​ ​in​ ​each​ ​grade. ○ Annual​ ​Grade​ ​Point​ ​Averages ○ Graduation​ ​Rates ● Data​ ​we​ ​need: ○ Frequency​ ​and​ ​types​ ​of​ ​digital​ ​teaching​ ​and​ ​learning​ ​practices​ ​currently​ ​being implemented​ ​in​ ​each​ ​classroom ○

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​10 . II ​ INVENTORY​ ​OF​ ​CURRENT​ ​TECHNOLOGY​ ​RESOURCES An​ ​inventory​ ​of​ ​Venture​ ​Academy’s​ ​current​ ​technology​ ​resources,​ ​as​ ​provided​ ​by​ ​UEN,​ ​is included​ ​in​ ​the​ ​attached​ ​files ​ Please​ ​see​ ​file​ ​“VentureAcademy_InventoryJan2016.xlsx.” The​ ​inventory​ ​demonstrates​ ​an​ ​effort​ ​by​ ​Venture​ ​Academy​ ​to​ ​provide​ ​a​ ​1:1​ ​ratio​ ​of​ ​computers​ ​to students​ ​in​ ​grades​ ​9th​ ​through​ ​12th ​ At​ ​the​ ​beginning​ ​of​ ​the​ ​2016-17​ ​school​ ​year,​ ​Venture Academy​ ​had​ ​provided​ ​computers​ ​for​ ​approximately​ ​90%​ ​of​ ​the​ ​students​ ​in​ ​grades​ ​9​ ​through​ ​12. In​ ​kindergarten​ ​through​ ​8th​ ​grade,​ ​computer​ ​labs​ ​are​ ​provided ​ Our​ ​current​ ​inventory​ ​of computers​ ​will​ ​be​ ​integrated​ ​into​ ​our​ ​three-year​ ​proposed​ ​program--especially​ ​in​ ​grades​ ​9th through​ ​12th,​ ​where​ ​we​ ​will​ ​focus​ ​our​ ​initial​ ​efforts​ ​to​ ​develop​ ​this​ ​program ​ With​ ​regard​ ​to software,​ ​Venture​ ​relies​ ​heavily​ ​on​ ​services​ ​provided​ ​by​ ​Google,​ ​such​ ​as​ ​Gmail,​ ​Drive, Documents,​ ​and​ ​Classroom ​ We​ ​will​ ​continue​ ​to​ ​provide​ ​these​ ​services​ ​for​ ​our​ ​students​ ​and faculty ​ These​ ​will​ ​be​ ​fully​ ​integrated​ ​into​ ​our​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​program. Venture​ ​Academy​ ​has​ ​also​ ​directed​ ​significant​ ​time​ ​and​ ​resources​ ​into​ ​making​ ​the​ ​internet accessible​ ​to​ ​all​ ​students​ ​within​ ​the​ ​school ​ Our​ ​internet​ ​service​ ​is​ ​provided​ ​by​ ​the​ ​Utah Education​ ​Network ​ In​ ​addition​ ​to​ ​UEN’s​ ​services,​ ​we​ ​have​ ​built​ ​in​ ​additional​ ​security​ ​filters and​ ​monitoring​ ​programs​ ​to​ ​help​ ​ensure​ ​students​ ​are​ ​protected​ ​online ​ We​ ​will​ ​continue​ ​to​ ​work closely​ ​with​ ​our​ ​private​ ​network​ ​service​ ​provider,​ ​H-Wire​ ​Technology​ ​Solutions,​ ​to​ ​ensure​ ​that students​ ​and​ ​teachers​ ​have​ ​access​ ​to​ ​the​ ​internet​ ​from​ ​all​ ​instructional​ ​spaces​ ​and​ ​commons​ ​areas and​ ​that​ ​our​ ​network​ ​system​ ​is​ ​capable​ ​of​ ​providing​ ​the​ ​services​ ​required​ ​for​ ​our​ ​technologies and​ ​programs ​ Our​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​program​ ​will​ ​utilize​ ​our​ ​network​ ​and​ ​internet

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​11 . services​ ​as​ ​its​ ​backbone ​ These​ ​services​ ​can​ ​be​ ​upgraded​ ​easily​ ​to​ ​meet​ ​the​ ​needs​ ​of​ ​new​ ​digital tools​ ​and​ ​resources. By​ ​integrating​ ​our​ ​current​ ​inventory​ ​of​ ​digital​ ​tools​ ​and​ ​services​ ​into​ ​this​ ​program,​ ​we​ ​will​ ​be able​ ​to​ ​direct​ ​the​ ​bulk​ ​of​ ​the​ ​grant​ ​toward​ ​more​ ​advanced​ ​technologies​ ​and​ ​services​ ​that​ ​will support​ ​deeper,​ ​accelerated​ ​learning.

We​ ​will​ ​continue​ ​to​ ​participate​ ​in​ ​future​ ​inventory​ ​efforts​ ​with​ ​UETN​ ​as​ ​requested.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​12 . LEA​ ​CAPACITY​ ​AND​ ​GOALS III ​ STATEMENT​ ​OF​ ​PURPOSE​ ​THAT​ ​DESCRIBES​ ​THE​ ​LEARNING​ ​OBJECTIVES, GOALS,​ ​MEASURABLE​ ​OUTCOMES,​ ​AND​ ​METRICS​ ​OF​ ​SUCCESS Statement​ ​of​ ​Purpose The​ ​purpose​ ​of​ ​digital​ ​technology​ ​and​ ​curriculum​ ​at​ ​Venture​ ​Academy​ ​is​ ​to​ ​support​ ​student achievement​ ​and​ ​teacher​ ​instruction​ ​without​ ​replacing​ ​authentic​ ​teacher-student​ ​and student-student​ ​interactions​ ​and​ ​connections.​ ​It​ ​is​ ​the​ ​intent​ ​of​ ​Venture’s​ ​Digital​ ​Teaching​ ​and Learning​ ​Program​ ​to​ ​facilitate​ ​the​ ​delivery​ ​of​ ​the​ ​digital​ ​hardware,​ ​software,​ ​services,​ ​and professional​ ​development​ ​needed​ ​to​ ​ensure​ ​that​ ​our​ ​students​ ​realize​ ​their​ ​fullest​ ​potential​ ​in academic,​ ​character,​ ​and​ ​community​ ​development.

It​ ​is​ ​important​ ​to​ ​be​ ​aware​ ​of​ ​Venture​ ​Academy’s​ ​Mission​ ​Statement,​ ​as​ ​well​ ​as​ ​the​ ​school’s Five​ ​Dimensions​ ​of​ ​Student​ ​Achievement​ ​and​ ​its​ ​Community​ ​Stewardship​ ​model,​ ​as​ ​these​ ​will guide​ ​the​ ​development​ ​and​ ​implementation​ ​of​ ​our​ ​technology​ ​plan ​ All​ ​Venture​ ​Academy’s digital​ ​teaching​ ​and​ ​learning​ ​programs​ ​and​ ​curriculum​ ​should​ ​build​ ​upon​ ​these​ ​criterion. Venture​ ​Academy​ ​Mission​ ​Statement The mission of Venture Academy is to inspire the rising generation to reach the heights of their potential, to ignite their curiosity to venture into challenging new learning experiences, and, through service, to empower them to be leaders who are committed to family and community...then​ ​they​ ​can​ ​achieve​ ​their​ ​dreams​ ​and​ ​shape​ ​their​ ​world.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​13 . Venture​ ​Academy’s​ ​Five​ ​Dimensions​ ​of​ ​Student​ ​Achievement In​ ​addition​ ​to​ ​state​ ​and​ ​national​ ​standards,​ ​Venture​ ​Academy​ ​assesses​ ​student​ ​success​ ​within​ ​the following​ ​five​ ​categories: 1. Individual​ ​growth​ ​in​ ​basic​ ​skills ​ general​ ​knowledge. 2. The ability to conduct inquiry and critically analyze issues across the curriculum (research​ ​and​ ​reasoning).

3. The​ ​application​ ​of​ ​new​ ​knowledge​ ​and​ ​skills​ ​to​ ​the​ ​service​ ​of​ ​others. 4. The creation of high quality products and performances that document and share student learning. 5. The development of character, as demonstrated through habits of work, the identification and​ ​development​ ​of​ ​personal​ ​talents,​ ​and​ ​ethical​ ​growth. Venture​ ​Academy’s​ ​Community​ ​Stewardship​ ​Model Venture​ ​Academy​ ​seeks​ ​to​ ​give​ ​purpose​ ​to​ ​learning​ ​through​ ​its​ ​Community​ ​Stewardship​ ​Model. This​ ​model​ ​guides​ ​the​ ​development​ ​of​ ​the​ ​school​ ​community​ ​and​ ​helps​ ​students​ ​recognize​ ​that their​ ​learning​ ​has​ ​meaning​ ​when​ ​in​ ​the​ ​service​ ​of​ ​others ​ The​ ​Community​ ​Stewardship​ ​Model​ ​is consists​ ​of​ ​the​ ​following​ ​six​ ​components: 1. Proximity: Proximity is nearness in space, time, and relationships. Proximity fosters all other​ ​components​ ​of​ ​the​ ​model.

2. Interaction: Interaction is the shaping of positive reciprocal actions that build trust and commitments. 3. Contribution: Contribution is the giving of one’s knowledge, talents, and time to a common​ ​purpose.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​14 . 4. Interdependence: Interdependence is the development of mutual reliance within an industrious​ ​group. 5. Connectedness ​ Connectedness​ ​is​ ​the​ ​creation​ ​and​ ​nurture​ ​of​ ​feelings​ ​of​ ​belonging. 6. Stewardship: Stewardship is the willing acceptance of responsibility for the people, places,​ ​and​ ​culture​ ​of​ ​a​ ​community. Venture​ ​Academy’s​ ​Digital​ ​Teaching ​ Learning​ ​Mission​ ​Statement The​ ​mission​ ​of​ ​Venture​ ​Academy’s​ ​Digital​ ​Teaching ​ Learning​ ​program​ ​is,​ ​first,​ ​to​ ​enable students​ ​to​ ​use​ ​digital​ ​tools​ ​to​ ​gain​ ​general​ ​knowledge,​ ​employ​ ​effective​ ​research​ ​strategies,​ ​and create​ ​high​ ​quality​ ​products ​ Second,​ ​to​ ​enable​ ​teachers​ ​to​ ​utilize​ ​digital​ ​tools​ ​and​ ​related​ ​best practices​ ​in​ ​order​ ​to​ ​improve​ ​student​ ​learning​ ​through​ ​increased​ ​engagement,​ ​improved instruction,​ ​and​ ​broader​ ​access​ ​to​ ​digital​ ​technologies​ ​and​ ​curriculum ​ Third,​ ​to​ ​use​ ​digital tools​ ​to​ ​facilitate​ ​college​ ​readiness​ ​through​ ​higher-order​ ​problem​ ​solving,​ ​improved​ ​portfolio development,​ ​and​ ​college​ ​exploration ​ And,​ ​fourth ​ to​ ​provide​ ​all​ ​students​ ​with​ ​a​ ​greater understanding​ ​of​ ​digital​ ​stewardship​ ​and​ ​the​ ​role​ ​technology​ ​can​ ​provide​ ​in​ ​serving​ ​local​ ​and global​ ​communities.

Root​ ​Causes​ ​of​ ​Performance​ ​Challenge We​ ​have​ ​identified​ ​several​ ​root​ ​causes​ ​of​ ​performance​ ​challenge​ ​that​ ​we​ ​hope​ ​to​ ​mitigate through​ ​implementation​ ​of​ ​this​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​plan,​ ​beginning​ ​with​ ​grade​ ​levels 9-12,​ ​then​ ​later​ ​expanding​ ​to​ ​grades​ ​K-8 ​ These​ ​include:

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​15 . ● Many​ ​students​ ​are​ ​failing​ ​to​ ​learn​ ​deeply​ ​and​ ​therefore​ ​are​ ​not​ ​retaining​ ​the​ ​information that​ ​they​ ​are​ ​taught. ● Many​ ​students​ ​are​ ​entering​ ​high​ ​school​ ​with​ ​significant​ ​deficiencies​ ​in​ ​math,​ ​reading, writing,​ ​and​ ​comprehension​ ​and​ ​are​ ​not​ ​being​ ​provided​ ​with​ ​sufficient​ ​opportunities​ ​for remediation. ● Students​ ​are​ ​not​ ​provided​ ​with​ ​specific,​ ​consistent,​ ​or​ ​frequent​ ​feedback​ ​that​ ​can accelerate​ ​learning​ ​and​ ​success.

● Teachers​ ​often​ ​do​ ​not​ ​use​ ​digital​ ​tools​ ​effectively​ ​to​ ​help​ ​students​ ​accelerate​ ​and​ ​deepen learning. ● Teachers​ ​often​ ​lack​ ​the​ ​training​ ​and​ ​experience​ ​necessary​ ​to​ ​use​ ​digital​ ​tools​ ​and curriculum​ ​in​ ​order​ ​to​ ​increase​ ​student​ ​engagement. ● Many​ ​students​ ​do​ ​not​ ​respond​ ​well​ ​to​ ​or​ ​retain​ ​information​ ​when​ ​traditional​ ​instructivist methods​ ​are​ ​used. ● Our​ ​use​ ​of​ ​the​ ​Highlands​ ​Ability​ ​Battery​ ​pointed​ ​out​ ​that​ ​many​ ​students​ ​are​ ​low​ ​in auditory​ ​memory​ ​and/or​ ​verbal​ ​memory​ ​(written​ ​text)​ ​putting​ ​them​ ​at​ ​a​ ​disadvantage​ ​and making​ ​it​ ​difficult​ ​for​ ​them​ ​to​ ​be​ ​successful​ ​when​ ​formative​ ​learning​ ​and​ ​summative assessments​ ​are​ ​always​ ​using​ ​those​ ​forms​ ​of​ ​communicating.

Learning​ ​Objectives,​ ​Outcomes,​ ​and​ ​Metrics Venture​ ​Academy​ ​will​ ​use​ ​a​ ​Local​ ​Baseline​ ​(Option​ ​B)​ ​to​ ​measure​ ​the​ ​progress​ ​of​ ​our​ ​DT&L program ​ Listed​ ​below​ ​are​ ​our​ ​foreseeable​ ​objectives,​ ​goals,​ ​and​ ​outcomes,​ ​as​ ​well​ ​as​ ​the metrics​ ​we​ ​will​ ​use​ ​to​ ​assess​ ​progress.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​16 . Learning​ ​Objective​ ​1 ​ ​ Students​ ​can​ ​use​ ​digital​ ​tools​ ​to​ ​gain​ ​general​ ​knowledge,​ ​employ effective​ ​research​ ​strategies,​ ​and​ ​create​ ​high​ ​quality​ ​products. ● Long-Term​ ​Outcome ​ By​ ​June​ ​2020,​ ​our​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Program​ ​will help​ ​students​ ​demonstrate​ ​deeper​ ​learning​ ​by​ ​attaining​ ​average​ ​school​ ​ACT​ ​scores​ ​that meet​ ​or​ ​exceed​ ​the​ ​state’s​ ​five-year​ ​average​ ​ACT​ ​scores​ ​in​ ​both​ ​math​ ​and​ ​science. ■ Metric:​ ​​Data​ ​will​ ​be​ ​collected​ ​from​ ​official​ ​yearly​ ​ACT​ ​testing ​ Data​ ​will be​ ​compared​ ​to​ ​baseline​ ​school​ ​data,​ ​as​ ​well​ ​as​ ​state​ ​and​ ​national​ ​averages in​ ​order​ ​to​ ​assess​ ​effectiveness.

● Intermediate​ ​Outcome:​​ ​Students​ ​will​ ​demonstrate​ ​annual​ ​progress​ ​toward​ ​our long-term​ ​outcome​ ​by​ ​showing​ ​annual​ ​improvement​ ​on​ ​ACT​ ​Testing​ ​and​ ​school administered​ ​ACT​ ​practice​ ​Tests. ■ Metric:​ ​​Average​ ​annual​ ​ACT​ ​test​ ​results​ ​for​ ​the​ ​school​ ​will​ ​be​ ​compared to​ ​our​ ​baseline​ ​data,​ ​as​ ​well​ ​as​ ​state​ ​and​ ​national​ ​averages. ● Direct​ ​Outcome ​ Students​ ​will​ ​demonstrate​ ​a​ ​significant​ ​improvement​ ​in​ ​understanding of​ ​course​ ​content,​ ​as​ ​measured​ ​by​ ​average​ ​improvement​ ​in​ ​student​ ​grades,​ ​particularly​ ​in Math​ ​and​ ​Science​ ​during​ ​year​ ​one.

■ Metric ​ ​ A​ ​random​ ​sampling​ ​of​ ​student​ ​grades​ ​in​ ​math​ ​and​ ​science​ ​will​ ​be used​ ​to​ ​assess​ ​improvement. Learning​ ​Objective​ ​2 ​ Teachers​ ​can​ ​utilize​ ​digital​ ​tools​ ​and​ ​related​ ​best​ ​practices​ ​in​ ​order​ ​to improve​ ​student​ ​learning​ ​through​ ​increased​ ​engagement,​ ​improved​ ​instruction,​ ​and​ ​broader access​ ​to​ ​digital​ ​technologies​ ​and​ ​curriculum.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​17 . ● Long-Term​ ​Outcome​ ​1:​​ ​To​ ​increase​ ​the​ ​use​ ​of​ ​Digital​ ​tools​ ​and​ ​the​ ​integration​ ​of digitally-supported​ ​curriculums​ ​schoolwide​ ​in​ ​order​ ​to​ ​support​ ​and​ ​improve​ ​student learning​ ​and​ ​achievement. ■ Metric:​ ​​Teachers​ ​and​ ​students​ ​will​ ​complete​ ​an​ ​online​ ​fidelity​ ​survey​ ​that will​ ​provide​ ​evidence​ ​of​ ​the​ ​implementation​ ​of​ ​digital​ ​tools​ ​and curriculum.

● Intermediate​ ​Outcome ​ Venture​ ​Academy​ ​will​ ​attain​ ​an​ ​“Advanced”​ ​(37-54​ ​points) score​ ​on​ ​the​ ​North​ ​Carolina​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Progress​ ​Rubric​ ​by​ ​June 2019.​ ​This​ ​outcome​ ​will​ ​demonstrate​ ​improvement​ ​in​ ​the​ ​use​ ​of​ ​digital​ ​tools​ ​and​ ​related best​ ​practices​ ​in​ ​order​ ​to​ ​improve​ ​student​ ​learning. ■ Metric:​ ​​The​ ​North​ ​Carolina​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Progress Rubric​ ​will​ ​be​ ​completed​ ​annually​ ​to​ ​assess​ ​our​ ​progress​ ​and​ ​reevaluate and​ ​revise ​ our​ ​goals​ ​and​ ​actions​ ​as​ ​we​ ​work​ ​toward​ ​our​ ​Long-Term Outcome..

● Direct​ ​Outcome​:​ ​LEA​ ​will​ ​provide​ ​a​ ​1:1​ ​ratio​ ​of​ ​computers​ ​to​ ​students​ ​for​ ​grades​ ​9-12 by​ ​the​ ​end​ ​of​ ​SY​ ​2018-19. ■ Metric:​ ​​Inventory​ ​of​ ​Current​ ​Technology​ ​Resources​ ​and​ ​Student​ ​Body Enrollment​ ​Records. Learning​ ​Objective​ ​3 ​ ​ Students​ ​can​ ​use​ ​digital​ ​tools​ ​to​ ​facilitate​ ​college​ ​readiness​ ​through higher-order​ ​problem​ ​solving,​ ​improved​ ​portfolio​ ​development,​ ​and​ ​college​ ​exploration.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​18 . ● Long-Term​ ​Outcome​ ​1 ​ Improvement​ ​in​ ​college​ ​readiness​ ​as​ ​measured​ ​by​ ​student admission​ ​index​ ​scores;​ ​with​ ​a​ ​goal​ ​to​ ​increase​ ​the​ ​average​ ​12th​ ​grade​ ​student’s​ ​score​ ​by 2​ ​points​ ​by​ ​May​ ​2020. ■ Metric:​ ​​We​ ​will​ ​use​ ​the​ ​Utah​ ​State​ ​University​ ​Admissions​ ​Index​ ​(based on​ ​ACT/GPA)​ ​to​ ​measure​ ​improvement ​ Students​ ​will​ ​work​ ​with​ ​their Crew​ ​Leaders​ ​to​ ​maintain​ ​and​ ​review​ ​this​ ​information​ ​in​ ​their​ ​Portfolios. Index​ ​scores​ ​will​ ​be​ ​reviewed​ ​by​ ​the​ ​School​ ​Counselor​ ​each​ ​year. ● Intermediate​ ​Outcome:​​ ​By​ ​June​ ​2020,​ ​one-hundred​ ​percent​ ​of​ ​Venture​ ​High​ ​School Seniors​ ​will​ ​graduate​ ​with​ ​a​ ​post-secondary​ ​3-year​ ​“Pathway​ ​to​ ​Success”​ ​plan​ ​based​ ​on college​ ​and​ ​career​ ​goals.

■ Metric:​ ​​These​ ​transition​ ​plans​ ​will​ ​be​ ​facilitated​ ​and ​ tracked​ ​in​ ​a database​ ​maintained​ ​by​ ​the​ ​12th​ ​Grade​ ​“Pathways”​ ​Team. ● Direct​ ​Outcome ​ Students​ ​will​ ​use​ ​digital​ ​tools​ ​to​ ​increase​ ​awareness​ ​of​ ​college programs,​ ​college​ ​information,​ ​and ​ admission​ ​requirements.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​19 . ■ Metric:​ ​​Students​ ​will​ ​complete​ ​a​ ​College​ ​Plan​ ​Worksheet​ ​annually,​ ​with specific​ ​information​ ​relative​ ​to​ ​their​ ​grade​ ​level ​ This​ ​worksheet​ ​will​ ​be maintained​ ​in​ ​their​ ​portfolios​ ​and​ ​reviewed​ ​by​ ​their​ ​Crew​ ​Leader.. ​ ​Learning​ ​Objective​ ​4 ​ ​ Students​ ​will​ ​gain​ ​a​ ​greater​ ​understanding​ ​of​ ​digital​ ​stewardship​ ​and the​ ​role​ ​technology​ ​can​ ​provide​ ​in​ ​serving​ ​local​ ​and​ ​global​ ​communities. ● Long-Term​ ​Outcome​ ​1:​​ ​Students​ ​will​ ​use​ ​digital​ ​tools​ ​to​ ​discover,​ ​facilitate,​ ​and support​ ​service​ ​opportunities​ ​and​ ​to​ ​interact​ ​respectfully​ ​with​ ​local​ ​and​ ​global communities.

■ Metric:​​ ​Data​ ​will​ ​be​ ​collected​ ​through​ ​an​ ​annual​ ​survey​ ​provided​ ​to teachers​ ​and​ ​students​ ​in​ ​order​ ​to​ ​assess​ ​the​ ​use​ ​and​ ​effectiveness​ ​of​ ​digital tools​ ​in​ ​supporting​ ​digital​ ​stewardship​ ​and​ ​service​ ​learning. ○ Intermediate​ ​Outcome ​ . Students​ ​will​ ​engage​ ​in​ ​positive,​ ​safe,​ ​legal,​ ​and​ ​ethical behaviors​ ​when​ ​using​ ​digital​ ​tools​ ​and​ ​when​ ​interacting​ ​online. ■ Metric ​ Incidence​ ​involving​ ​the​ ​misuse​ ​of​ ​digital​ ​tools​ ​will​ ​be documented ​ We​ ​will​ ​establish​ ​a​ ​baseline​ ​during​ ​year​ ​one,​ ​then​ ​compare subsequent​ ​years​ ​to​ ​the​ ​baseline​ ​over​ ​the​ ​course​ ​of​ ​three​ ​years​ ​with​ ​an expectation​ ​of​ ​reducing​ ​such​ ​incidents​ ​over​ ​the​ ​course​ ​of​ ​the​ ​initial three-year​ ​implementation​ ​of​ ​this​ ​program ​ Misuse​ ​would​ ​be​ ​defined​ ​as any​ ​bullying,​ ​harassment,​ ​plagiarism,​ ​accessing​ ​inappropriate​ ​websites, etc.,​ ​that​ ​involve​ ​the​ ​direct​ ​use​ ​of​ ​digital​ ​tools​ ​such​ ​as​ ​computers,​ ​mobile phones,​ ​etc.,​ ​while​ ​on​ ​school​ ​grounds.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​20 . ○ Direct​ ​Outcome ​ Students​ ​will​ ​treat​ ​digital​ ​tools​ ​and​ ​personal​ ​data​ ​with​ ​respect and​ ​integrity. ■ Metric ​ ​ A​ ​reduction​ ​in​ ​the​ ​number​ ​of​ ​computers​ ​and​ ​digital​ ​tools​ ​in​ ​need of​ ​repair​ ​due​ ​to​ ​misuse.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​21 . IV ​ IMPLEMENTATION​ ​PROCESS​ ​STRUCTURED​ ​TO​ ​YIELD​ ​SCHOOL​ ​LEVEL OUTCOMES Year​ ​One,​ ​SY​ ​2017-18 Activity Timeline Roles ​ Responsibilities Communication​ ​Plan Share​ ​DT&L​ ​Plan,​ ​Scope &​ ​Sequence,​ ​and​ ​Policies with​ ​stakeholders/teachers September ​ October​ ​2017 DT&L​ ​Team, Administration Faculty​ ​Meeting, “One-Pagers”​ ​to​ ​explain program​ ​highlights​ ​and procedures ​ Email​ ​to parents​ ​and​ ​community members​ ​to​ ​introduce​ ​the program,​ ​Presentation​ ​at Board​ ​Meeting, Collection​ ​of​ ​Baseline Data​ ​from​ ​students​ ​and teachers​ ​(includes surveys,​ ​student​ ​grades, ACT​ ​results,​ ​and​ ​ACT practice​ ​Tests) September 2017-December ​ 2017 DT&L​ ​Team,​ ​Teachers Email;​ ​Google Documents​ ​and​ ​Forms; Share​ ​findings​ ​with​ ​Board of​ ​Directors​ ​via​ ​email​ ​and meetings, Set​ ​specific​ ​DT&L​ ​goals within​ ​each​ ​Department based​ ​on​ ​the​ ​North Carolina​ ​Digital​ ​Teaching and​ ​Learning​ ​Progress Rubric September 2017-December​ ​2017 DT&L​ ​Team, PD​ ​Meeting,​ ​Email, Google​ ​Documents, Development​ ​of​ ​DT&L curriculum​ ​and integration​ ​plans​ ​for​ ​each department September 2017-December​ ​2017 DT&L​ ​Team,​ ​Teachers Email,​ ​Faculty​ ​and Department​ ​Meetings, Google​ ​Documents, Training​ ​students​ ​to develop​ ​Digital​ ​Portfolios for​ ​Passage​ ​and​ ​College Admissions August​ ​2017-October 2017 DT&L​ ​Team,​ ​Crew Teachers Email,​ ​PD​ ​Meetings, Crew​ ​Leadership Meetings,​ ​“One-Pager” and​ ​Rubric​ ​for​ ​students and​ ​parents/guardians, Provide​ ​training​ ​for Integration​ ​of​ ​Google Classroom​ ​into​ ​80%​ ​of classrooms ​ Provide​ ​basic training​ ​and​ ​access​ ​to parents/guardians.

August​ ​2017-October 2017 DT&L​ ​Team, Administration Email,​ ​PD​ ​Meetings, Google​ ​Documents,​ ​Also provide​ ​instructions​ ​and documents​ ​to parents/guardians​ ​for home​ ​support, Regular​ ​work​ ​on​ ​College Plan​ ​Worksheets​ ​in​ ​Crew August​ ​2017-March​ ​2018 DT&L​ ​Team,​ ​Crew Leaders,​ ​Students Google​ ​Classroom,​ ​Crew Class​ ​Discussions, Students​ ​will​ ​share​ ​these

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​22 . plans​ ​with​ ​their parents/guardians​ ​at Student​ ​Led​ ​Conferences twice​ ​per​ ​year, Implementation​ ​of MathSpace​ ​software​ ​and curriculum​ ​in​ ​all​ ​math classes,​ ​9-12. August​ ​2017-September 2017 DT&L​ ​Team,​ ​Math Teachers PD​ ​Meetings,​ ​Email, Provide​ ​basic​ ​MathSpace information​ ​to parents/guardians​ ​via email​ ​and​ ​“One-Pager” documents,, “Pathways”​ ​workshops, with​ ​preparation​ ​and digital​ ​support​ ​for​ ​ACT practice​ ​test​ ​for​ ​all Juniors.

December​ ​4-8,​ ​2017 Administration, Assessment​ ​Specialist, Teachers Email,​ ​Meetings,​ ​live sessions​ ​with​ ​students, Administration​ ​of​ ​ACT practice​ ​test. December​ ​13,​ ​2017 Administration,​ ​Teachers, Live​ ​session​ ​with students,​ ​Provide​ ​debrief opportunity​ ​for​ ​students, Share​ ​results​ ​with​ ​parents and​ ​Board​ ​Members, Review​ ​of​ ​Department goals​ ​and​ ​digital integration​ ​plans. January​ ​2018 DT&L​ ​Team,​ ​Teachers Email,​ ​Department Meetings Purchase​ ​of​ ​first​ ​phase​ ​of Digital​ ​hardware​ ​and software​ ​based​ ​on Department​ ​goals​ ​and needs​ ​oriented​ ​toward LEA’s​ ​DT&L​ ​Mission Statement January​ ​2018 DT&L​ ​Team, Administration, Meeting,​ ​Email, Digital​ ​Stewardship GRID​ ​in​ ​all​ ​Crews By​ ​February​ ​21,​ ​2018 DT&L​ ​Team,​ ​Crew Teachers Email,​ ​PD​ ​Meetings​ ​to train​ ​teachers,​ ​Live session​ ​with​ ​student​ ​in crew,​ ​“One-Pager” handout​ ​for​ ​parents, “Pathways”​ ​session​ ​2, preparation​ ​and​ ​digital support​ ​for​ ​ACT​ ​for Juniors.

February​ ​12-16,​ ​2018 Teachers Email,​ ​Meetings,​ ​live sessions​ ​with​ ​students, ACT​ ​administered​ ​to Juniors,​ ​results​ ​in​ ​math and​ ​science​ ​to​ ​serve​ ​as assessment​ ​of​ ​program progress February​ ​27,​ ​2018 Administration,​ ​Teachers Live​ ​test​ ​session,​ ​Debrief in​ ​crew​ ​with​ ​students, Results​ ​provided​ ​to Parents/Guardians​ ​and Board​ ​Members,

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​23 . Send​ ​DT&L​ ​Team​ ​to ISTE June​ ​24-27,​ ​2018 DT&L​ ​Team, Live​ ​conference, Following​ ​the​ ​conference the​ ​DT&L​ ​team​ ​will provide​ ​training​ ​to faculty, Debrief​ ​and​ ​revise​ ​plans for​ ​SY​ ​2018-19 June ​ July​ ​2018 DT&L​ ​Team, Administration, Email,​ ​Meetings, Report​ ​to​ ​USBE​ ​and Venture​ ​School​ ​Board June​ ​2018 DT&L​ ​Team Present​ ​at​ ​Board​ ​Meeting, Email,​ ​Share​ ​results​ ​with parents/guardians​ ​and community​ ​stakeholders, Year​ ​Two,​ ​SY​ ​2018-19, General​ ​Activities Timeline Roles ​ Responsibilities Communication​ ​Plan For​ ​grades​ ​9-12,​ ​consider additional​ ​digital​ ​tools and​ ​curriculum​ ​for Pathways​ ​program. July​ ​2018-September 2018 DT&L​ ​Team Meetings,​ ​Email Expand​ ​DT&L​ ​Team​ ​to include​ ​team​ ​members from​ ​grades​ ​K-8. Consider​ ​outside community​ ​support, July​ ​2018 DT&L​ ​Team, Administration Meetings,​ ​Email,​ ​Contact local​ ​community​ ​member via​ ​email​ ​and​ ​visits, Work​ ​toward​ ​1:1​ ​ratio​ ​of computers​ ​to​ ​students​ ​in grades​ ​5 ​ 12 By​ ​February​ ​2019 DT&L​ ​Team,​ ​Teachers Email;​ ​Google Documents​ ​and​ ​Forms; Year​ ​Three,​ ​SY​ ​2019-20 General​ ​Activities Timeline Roles ​ Responsibilities Communication​ ​Plan For​ ​grades​ ​9-12,​ ​consider additional​ ​digital​ ​tools and​ ​curriculum​ ​for Pathways​ ​program. July​ ​2018-September 2018 DT&L​ ​Team Meetings,​ ​Email Expand​ ​DT&L​ ​Team​ ​to include​ ​team​ ​members from​ ​grades​ ​K-8. Consider​ ​outside community​ ​support. July​ ​2018 DT&L​ ​Team, Administration Meetings,​ ​Email,​ ​Contact local​ ​community​ ​member via​ ​email​ ​and​ ​visits, Work​ ​toward​ ​1:1​ ​ratio​ ​of computers​ ​to​ ​students​ ​in grades​ ​5 ​ 12 By​ ​February​ ​2019 DT&L​ ​Team,​ ​Teachers Email;​ ​Google Documents​ ​and​ ​Forms;

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​24 . DIGITAL​ ​CURRICULUM ​ INSTRUCTIONAL​ ​TOOLS V.​ ​Description​ ​of​ ​High​ ​Quality​ ​Digital​ ​Instructional​ ​Materials​ ​with​ ​a​ ​Three​ ​Year​ ​Plan​ ​for How​ ​an​ ​LEA​ ​will​ ​ensure​ ​that​ ​Schools​ ​Use​ ​Software​ ​programs​ ​with​ ​Fidelity All​ ​digital​ ​curriculum​ ​will​ ​be​ ​developed​ ​by​ ​each​ ​teacher/department​ ​with​ ​the​ ​purpose​ ​of​ ​meeting the​ ​Learning​ ​Objectives​ ​set​ ​in​ ​place​ ​in​ ​Venture​ ​Academy’s​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​plan. Each​ ​year​ ​we​ ​will​ ​make​ ​changes​ ​based​ ​on​ ​the​ ​feedback​ ​and​ ​data​ ​provided​ ​by​ ​our​ ​metrics​ ​(see Section​ ​III ​ the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Team​ ​will​ ​work​ ​with​ ​teachers​ ​and​ ​the​ ​special education​ ​department​ ​to​ ​assess​ ​the​ ​effectiveness​ ​of​ ​the​ ​school’s​ ​computers,​ ​tablets,​ ​and​ ​programs &​ ​applications​ ​in​ ​improving​ ​student​ ​performance ​ We​ ​will​ ​make​ ​changes​ ​as​ ​needed​ ​to​ ​improve our​ ​progress​ ​toward​ ​our​ ​desired​ ​outcomes.​ ​Data​ ​collected​ ​from​ ​our​ ​metrics​ ​will​ ​be​ ​compared​ ​to our​ ​baseline​ ​and​ ​will​ ​enable​ ​us​ ​inform​ ​instruction​ ​and​ ​to​ ​assess​ ​if​ ​progress​ ​is​ ​being​ ​made​ ​toward the​ ​desired​ ​outcomes.

Year​ ​One​ ​(Launch​ ​Year ​ During​ ​year​ ​one,​ ​students​ ​will​ ​use​ ​the​ ​school’s​ ​current​ ​inventory​ ​of Chromebooks​ ​and​ ​desktop​ ​computers​ ​to​ ​begin​ ​working​ ​toward​ ​our​ ​Learning​ ​Objectives ​ We will​ ​purchase​ ​additional​ ​computers​ ​in​ ​order​ ​to​ ​work​ ​toward​ ​our​ ​goal​ ​of​ ​a​ ​1:1​ ​ratio​ ​of​ ​computers to​ ​students​ ​with​ ​the​ ​goal​ ​of​ ​reaching​ ​the​ ​1:1​ ​ratio​ ​by​ ​the​ ​end​ ​of​ ​the​ ​2018-19​ ​school​ ​year ​ We​ ​will also​ ​utilize​ ​the​ ​following​ ​instructional​ ​materials​ ​during​ ​year​ ​one.

High​ ​Quality​ ​Materials​ ​Description Plan​ ​of​ ​Fidelity​ ​for​ ​software​ ​programs 3D​ ​GameLab R​ezzly®​ ​(formerly​ ​known​ ​as​ ​3D​ ​GameLab)​ ​is​ ​a gamified​ ​content​ ​creation​ ​and​ ​student​ ​tracking​ ​platform where​ ​teachers​ ​can​ ​design​ ​and​ ​share​ ​quests​ ​and​ ​badges to​ ​create​ ​personalized​ ​learning​ ​for​ ​their​ ​students. Instead​ ​of​ ​courses​ ​consisting​ ​mainly​ ​of​ ​textbook learning​ ​and​ ​lectures,​ ​classes​ ​built​ ​using​ ​game Year​ ​1 ​ Grades​ ​9-12​ ​math​ ​classes​ ​already​ ​use​ ​Rezzly. Each​ ​semester​ ​has​ ​75+​ ​quests​ ​that​ ​guide​ ​individual student​ ​learning,​ ​provides​ ​learning​ ​targets,​ ​information for​ ​successful​ ​completion​ ​of​ ​the​ ​learning​ ​and​ ​links​ ​to help​ ​them​ ​in​ ​their​ ​learning​ ​journey ​ The​ ​DTLL​ ​team will​ ​train​ ​staff​ ​in​ ​use​ ​and​ ​benefits​ ​of​ ​quest​ ​based learning​ ​so​ ​that​ ​they​ ​understand​ ​how​ ​to​ ​create

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​25 . mechanics​ ​such​ ​as​ ​badges,​ ​experience​ ​points,​ ​levels and​ ​leaderboards,​ ​boost​ ​student​ ​engagement​ ​by allowing​ ​students​ ​to​ ​choose​ ​from​ ​“quests”​ ​and​ ​progress at​ ​their​ ​own​ ​pace​ ​through​ ​a​ ​series​ ​of​ ​educational activities. Rezzly​ ​provides​ ​teacher​ ​professional​ ​development​ ​in the​ ​platform​ ​using​ ​online​ ​teacher​ ​camps,​ ​and​ ​our teacher​ ​learning​ ​community,​ ​the​ ​Guild​ ​Site,​ ​providing​ ​a safe​ ​place​ ​to​ ​share,​ ​learn,​ ​and​ ​grow​ ​with​ ​other educators​ ​around​ ​the​ ​globe.​ ​Teachers​ ​can​ ​access​ ​quests created​ ​by​ ​other​ ​teachers​ ​which​ ​can​ ​cloned​ ​and personalized​ ​to​ ​fit​ ​their​ ​class.

personalized​ ​learning​ ​for​ ​their​ ​students​ ​and​ ​how​ ​to properly​ ​use​ ​rewards,​ ​badges​ ​and​ ​XP​ ​provide​ ​the necessary​ ​motivation​ ​and​ ​skill​ ​for​ ​student​ ​progress. DTLL​ ​will​ ​also​ ​provide​ ​other​ ​platforms​ ​that​ ​can accommodate​ ​personalized​ ​learning​ ​for​ ​our​ ​students. Year​ ​2 ​ Teachers​ ​will​ ​select​ ​the​ ​tool​ ​they​ ​will​ ​use​ ​for personalization.​ ​DTLL​ ​team​ ​training​ ​will​ ​continue​ ​and assessments​ ​will​ ​be​ ​given​ ​to​ ​determine ​ progress toward​ ​personalized​ ​learning​ ​for​ ​all​ ​teachers​ ​not​ ​just math ​ Challenges​ ​teachers​ ​are​ ​facing​ ​concerning​ ​will be​ ​addressed​ ​and​ ​solutions/training​ ​will​ ​be​ ​provided. Assistance​ ​will​ ​be​ ​provided​ ​to​ ​help​ ​interested​ ​teachers develop​ ​quests,​ ​rewards​ ​and​ ​badges ​ Every​ ​teacher should​ ​have​ ​personalized​ ​at​ ​least​ ​5%​ ​of​ ​their curriculum.

Year​ ​3 ​ DTLL​ ​team​ ​training​ ​will​ ​continue​ ​and assessments​ ​will​ ​be​ ​given​ ​to​ ​determine ​ progress toward​ ​personalized​ ​learning​ ​for​ ​all​ ​teachers​ ​not​ ​just math ​ Challenges​ ​teachers​ ​are​ ​facing​ ​concerning​ ​will be​ ​addressed​ ​and​ ​solutions/training​ ​will​ ​be​ ​provided. Assistance​ ​will​ ​be​ ​provided​ ​to​ ​help​ ​interested​ ​teachers develop​ ​quests,​ ​rewards​ ​and​ ​badges ​ Every​ ​teacher should​ ​have​ ​personalized​ ​at​ ​least​ ​10%​ ​of​ ​their curriculum.

Google​ ​Classroom Classroom—part​ ​of​ ​G​ ​Suite​ ​for​ ​Education—is​ ​a​ ​free suite​ ​of​ ​productivity​ ​tools​ ​that​ ​includes​ ​email, documents,​ ​and​ ​storage.​ ​Classroom​ ​was​ ​designed collaboratively​ ​with​ ​teachers​ ​to​ ​help​ ​them​ ​save​ ​time, keep​ ​classes​ ​organized,​ ​and​ ​improve​ ​communication with​ ​students. Year​ ​1 ​ Grades​ ​9-12​ ​most​ ​Venture​ ​teachers​ ​are​ ​using Google​ ​Classroom ​ The​ ​DT&L​ ​team​ ​will​ ​begin training​ ​that​ ​will​ ​show​ ​teachers​ ​other​ ​ways​ ​of​ ​using Classroom​ ​and​ ​how​ ​they​ ​can​ ​incorporate​ ​personalized learning​ ​using​ ​that​ ​format.​ ​DT&L​ ​will​ ​also​ ​provide other​ ​platforms​ ​that​ ​can​ ​accommodate​ ​personalized learning​ ​for​ ​our​ ​students.

Year​ ​2 ​ Teachers​ ​will​ ​select​ ​the​ ​tool​ ​they​ ​will​ ​use​ ​for personalization ​ Teachers​ ​will​ ​select​ ​the​ ​tool​ ​they​ ​will use​ ​for​ ​personalization.​ ​DTLL​ ​team​ ​training​ ​will continue​ ​and​ ​assessments​ ​will​ ​be​ ​given​ ​to​ ​determine progress​ ​toward​ ​personalized​ ​learning​ ​for​ ​all​ ​teachers not​ ​just​ ​math ​ Challenges​ ​teachers​ ​are​ ​facing concerning​ ​will​ ​be​ ​addressed​ ​and​ ​solutions/training will​ ​be​ ​provided ​ Assistance​ ​will​ ​be​ ​provided​ ​to​ ​help interested​ ​teachers​ ​develop​ ​quests,​ ​rewards​ ​and​ ​badges. Every​ ​teacher​ ​should​ ​have​ ​personalized​ ​at​ ​least​ ​5%​ ​of their​ ​curriculum.

Year​ ​3​ ​DT&L​ ​team​ ​training​ ​will​ ​continue​ ​and assessments​ ​will​ ​be​ ​given​ ​to​ ​determine ​ progress toward​ ​personalized​ ​learning​ ​for​ ​all​ ​teachers​ ​not​ ​just math ​ Challenges​ ​teachers​ ​are​ ​facing​ ​concerning​ ​will be​ ​addressed​ ​and​ ​solutions/training​ ​will​ ​be​ ​provided. Assistance​ ​will​ ​be​ ​provided​ ​to​ ​help​ ​interested​ ​teachers

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​26 . develop​ ​quests,​ ​rewards​ ​and​ ​badges ​ Every​ ​teacher should​ ​have​ ​personalized​ ​at​ ​least​ ​10%​ ​of​ ​their curriculum. Mathspace Mathspace​ ​has​ ​more​ ​varied​ ​and​ ​rigorous​ ​problem options​ ​than​ ​IXL ​ It​ ​doesn’t​ ​support​ ​guessing ​ When​ ​a student​ ​keeps​ ​guessing​ ​it​ ​requires​ ​the​ ​student​ ​to​ ​go back​ ​to​ ​a​ ​lesson​ ​that​ ​teaches​ ​the​ ​skill​ ​they​ ​don’t understand ​ IXL​ ​allows​ ​guessing​ ​without​ ​helpful feedback​ ​for​ ​our​ ​students.

Mathspace​ ​gives​ ​​students​ ​a​ ​learning​ ​environment​ ​that encourages​ ​success.​ ​Their​ ​​step-by-step​ ​adaptive learning​ ​technology​ ​​automatically​ ​adapts​ ​questions​ ​to meet​ ​each​ ​student's​ ​level ​ pace. Mathspace​ ​provides​ ​digital​ ​lessons​ ​covering​ ​all​ ​topics in​ ​one​ ​spot.​ ​Teachers​ ​can​ ​customize​ ​lessons​ ​for​ ​student work​ ​by​ ​searching​ ​topic​ ​questions,​ ​then​ ​drag ​ drop​ ​to create​ ​the​ ​lesson. Mathspace​ ​combines​ ​face-to-face​ ​learning​ ​with​ ​online learning​ ​by​ ​using​ ​our​ ​problem​ ​solving​ ​investigations​ ​as classroom​ ​activities,​ ​or​ ​create​ ​printouts​ ​of​ ​any​ ​online exercise.

Students​ ​can​ ​speak​ ​to​ ​in-house​ ​teachers​ ​or​ ​technical team​ ​members​ ​anytime​ ​with​ ​Live​ ​Chat​ ​from​ ​their dashboard​ ​or​ ​submit​ ​feedback​ ​on​ ​a​ ​question​ ​when​ ​they have​ ​problems. Year​ ​1 ​ Venture​ ​has​ ​been​ ​using​ ​IXL​ ​for​ ​3​ ​years​ ​and​ ​in this​ ​school​ ​year​ ​is​ ​transitioning​ ​to​ ​Mathspace ​ Grades 10-12​ ​teachers​ ​are​ ​using​ ​it​ ​and​ ​documenting advantages​ ​and​ ​disadvantages​ ​of​ ​customized​ ​lessons​ ​vs adaptive.​ ​Teachers​ ​will​ ​analyze​ ​performance​ ​data​ ​and documented​ ​outcomes​ ​to​ ​devise​ ​a​ ​plan​ ​for​ ​next​ ​years use.

Year​ ​2 ​ Grades​ ​9-12​ ​math​ ​teachers​ ​will​ ​have​ ​a​ ​plan​ ​for consistent​ ​and​ ​optimal​ ​use​ ​of​ ​Mathspace​ ​to​ ​increase students​ ​mathematical​ ​performance ​ Teachers​ ​will provide​ ​evidence​ ​of​ ​following​ ​that​ ​plan ​ Performance data​ ​will​ ​be​ ​analyzed​ ​to​ ​provide​ ​a​ ​basis​ ​for​ ​revision​ ​of that​ ​plan​ ​to​ ​improve​ ​student​ ​mathematical​ ​skills. Year​ ​3​ ​(2018-19)​ ​Grades​ ​9-12​ ​math​ ​teachers​ ​will​ ​have a​ ​revised​ ​plan​ ​for​ ​consistent​ ​and​ ​optimal​ ​use​ ​of Mathspace​ ​to​ ​increase​ ​students​ ​mathematical performance ​ Teachers​ ​will​ ​provide​ ​evidence​ ​of following​ ​that​ ​plan ​ Performance​ ​data​ ​will​ ​be​ ​analyzed to​ ​provide​ ​a​ ​basis​ ​for​ ​revision​ ​of​ ​that​ ​plan​ ​to​ ​improve student​ ​mathematical​ ​skills.

During​ ​the​ ​first​ ​year​ ​of​ ​implementation,​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team will​ ​work​ ​with​ ​every​ ​teacher--in​ ​both​ ​traditional​ ​and​ ​special​ ​education​ ​classrooms--to​ ​identify the​ ​technology​ ​and​ ​software​ ​that​ ​will​ ​best​ ​support​ ​deeper​ ​learning​ ​within​ ​their​ ​content​ ​areas. Teachers​ ​will​ ​be​ ​trained​ ​with​ ​regard​ ​to​ ​the​ ​learning​ ​objectives​ ​of​ ​this​ ​program​ ​and​ ​will​ ​be involved​ ​in​ ​the​ ​decision​ ​making​ ​process​ ​and​ ​will​ ​have​ ​a​ ​sense​ ​of​ ​investment​ ​in​ ​the​ ​program. They​ ​will​ ​be​ ​asked​ ​to​ ​outline​ ​how​ ​the​ ​digital​ ​tools​ ​will​ ​be​ ​used,​ ​how​ ​they​ ​will​ ​support​ ​our Learning​ ​Objectives​ ​within​ ​their​ ​curriculum,​ ​and​ ​how​ ​they​ ​will​ ​help​ ​students​ ​achieve​ ​the​ ​desired outcomes ​ Working​ ​with​ ​all​ ​departments,​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team will​ ​develop​ ​a​ ​set​ ​of​ ​digital​ ​and​ ​outline​ ​a​ ​program​ ​of​ ​professional​ ​development​ ​in​ ​which​ ​to

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​27 . present​ ​them ​ In​ ​collaboration,​ ​the​ ​Leadership​ ​Team,​ ​teachers,​ ​and​ ​special​ ​education department​ ​(as​ ​needed)​ ​will​ ​determine​ ​what​ ​digital​ ​tools​ ​and​ ​software​ ​from​ ​our​ ​network​ ​will foster​ ​the​ ​best​ ​results.​ ​Digital​ ​research​ ​tools--such​ ​as​ ​Data​ ​Loggers​ ​and​ ​Heart​ ​Monitors--​ ​are examples​ ​of​ ​digital​ ​tools​ ​that​ ​may​ ​be​ ​purchased​ ​in​ ​order​ ​to​ ​support​ ​authentic​ ​learning experiences.

Year​ ​Two ​ Based​ ​on​ ​the​ ​feedback​ ​and​ ​data​ ​provided​ ​by​ ​our​ ​metrics​ ​(see​ ​Section​ ​III ​ the​ ​Digital Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team​ ​will​ ​work​ ​with​ ​teachers​ ​and​ ​the​ ​special​ ​education department​ ​to​ ​assess​ ​the​ ​effectiveness​ ​of​ ​the​ ​school’s​ ​computers,​ ​tablets,​ ​and​ ​program​ ​& applications​ ​in​ ​improving​ ​student​ ​performance ​ We​ ​will​ ​make​ ​changes​ ​as​ ​needed​ ​to​ ​improve​ ​our progress​ ​toward​ ​our​ ​desired​ ​outcomes.​ ​Data​ ​collected​ ​from​ ​our​ ​metrics​ ​will​ ​be​ ​compared​ ​to​ ​our baseline​ ​and​ ​will​ ​enable​ ​us​ ​inform​ ​instruction​ ​and​ ​to​ ​assess​ ​if​ ​progress​ ​is​ ​being​ ​made​ ​toward​ ​the desired​ ​outcomes.

Year​ ​Three ​ Based​ ​on​ ​feedback​ ​from​ ​the​ ​defined​ ​metrics,​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning Leadership​ ​Team​ ​will​ ​work​ ​with​ ​teachers​ ​to​ ​continue​ ​to​ ​assess​ ​the​ ​effectiveness​ ​of​ ​the​ ​digital tools​ ​and​ ​resources​ ​in​ ​meeting​ ​our​ ​desired​ ​outcomes​ ​in​ ​each​ ​classroom.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​28 . VI.​ ​Detailed​ ​Three​ ​Year​ ​Plan​ ​for​​ ​Student​ ​Engagement​ ​in​ ​Personalized​ ​Learning​​ ​Including a​ ​Three​ ​Year​ ​Plan​ ​for​ ​Digital​ ​Citizenship​ ​Curricula​ ​and​ ​Implementation Personalized​ ​Learning One​ ​of​ ​our​ ​primary​ ​objectives​ ​for​ ​the​ ​implementation​ ​of​ ​this​ ​program​ ​is​ ​Differentiated​ ​and Personalized​ ​Learning ​ We​ ​will​ ​use​ ​technology​ ​to​ ​improve​ ​differentiated​ ​learning​ ​to​ ​empower every​ ​student​ ​to​ ​succeed,​ ​in​ ​every​ ​classroom​ ​and​ ​every​ ​grade​ ​level ​ Without​ ​digital​ ​tools,​ ​it​ ​is difficult,​ ​if​ ​not​ ​impossible,​ ​to​ ​serve​ ​all​ ​students​ ​equally ​ In​ ​order​ ​to​ ​empower​ ​students​ ​to​ ​direct “how,​ ​what,​ ​when,​ ​and​ ​where”​ ​they​ ​learn,​ ​we​ ​will​ ​seek​ ​to​ ​offer​ ​frequent​ ​personalized​ ​learning experiences​ ​that​ ​extend​ ​student​ ​access​ ​to​ ​class​ ​content,​ ​adapt​ ​to​ ​multiple​ ​ability​ ​levels,​ ​provide many​ ​new​ ​pathways​ ​to​ ​mastery,​ ​and​ ​accelerate​ ​learning​ ​as​ ​students​ ​receive​ ​frequent,​ ​immediate performance​ ​feedback.​ ​The​ ​digital​ ​tools​ ​and​ ​resources​ ​acquired​ ​with​ ​the​ ​Digital​ ​Teaching​ ​and Learning​ ​Grant​ ​will​ ​provide​ ​differentiated​ ​learning​ ​for​ ​all​ ​grades​ ​involved​ ​in​ ​the​ ​first​ ​phase​ ​of our​ ​program​ ​(grade​ ​levels​ ​9 ​ 12).

Year​ ​1 Timeline Activity Grade(s) Personalized​ ​Learning August 2017​ ​- June​ ​2018 All​ ​math​ ​students​ ​will​ ​utilize Mathspace​ ​in​ ​regular​ ​and​ ​special education​ ​programs​ ​to​ ​track​ ​and provide​ ​feedback​ ​in​ ​all​ ​aspects​ ​of​ ​a math​ ​problem.. 9-12 Mathspace​ ​will​ ​provide students​ ​with​ ​automated feedback​ ​at​ ​every​ ​step​ ​of​ ​a math​ ​problem ​ Once assignments​ ​are​ ​received, students​ ​can​ ​begin​ ​the exercise​ ​or​ ​read​ ​about​ ​the topic​ ​to​ ​gain​ ​more understanding.

August 2017​ ​- Students​ ​will​ ​be​ ​taught​ ​to​ ​use​ ​digital tools​ ​to​ ​gain​ ​general​ ​knowledge, 9-12 Digital​ ​technology​ ​will provide​ ​more​ ​authentic

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​29 . June​ ​2018 conduct​ ​research,​ ​and​ ​create high-quality​ ​products​ ​in​ ​most classes ​ Frequent​ ​opportunities​ ​for research​ ​and​ ​product​ ​creation​ ​will​ ​be provided​ ​school​ ​wide​ ​throughout​ ​the school​ ​year. learning​ ​experiences​ ​in​ ​all classes​ ​and​ ​will​ ​increase engagement. August 2017​ ​- December 2017 All​ ​students​ ​will​ ​learn​ ​to​ ​use​ ​Google Classroom,​ ​Drive,​ ​and​ ​Documents​ ​in order​ ​to​ ​organize,​ ​track,​ ​and​ ​store coursework.

9-12 Students​ ​will​ ​receive​ ​training through​ ​regular​ ​classes​ ​and the​ ​Pathways​ ​program. Students​ ​needing​ ​additional assistance​ ​will​ ​receive support​ ​from​ ​crew​ ​teachers, peers,​ ​and​ ​the​ ​Special Education​ ​Department. September 2017​ ​- April 2018 Students​ ​will​ ​develop​ ​portfolios​ ​for Venture​ ​High​ ​School​ ​Passage​ ​using digital​ ​tools​ ​for​ ​to​ ​assist​ ​with collection​ ​and​ ​storage​ ​of​ ​artifacts,​ ​as well​ ​as​ ​preparation​ ​of​ ​a​ ​final high-quality​ ​portfolio.

9-12 Each​ ​grade​ ​will​ ​be​ ​involved in​ ​portfolio​ ​preparation,​ ​but each​ ​will​ ​have​ ​a​ ​different focus​ ​based​ ​on​ ​grade​ ​level and​ ​capability. 12 ​ Full​ ​Portfolio 11-Service​ ​Focus 10 ​ Knowledge​ ​and​ ​Research focus 9-High​ ​Quality​ ​Focus August 2017​ ​- March 2018 All​ ​students​ ​will​ ​use​ ​digital​ ​tools​ ​to research​ ​and​ ​record​ ​information​ ​on their​ ​individual​ ​College​ ​Plan worksheets​ ​in​ ​support​ ​of​ ​Flight​ ​Plans and​ ​Pathways​ ​Program. 9-12 Each​ ​grade​ ​will​ ​complete​ ​a College​ ​Plan​ ​Worksheet designed​ ​by​ ​the​ ​Counseling Department​ ​and individualized​ ​based​ ​on Grade​ ​Level,​ ​interests,​ ​and post-graduate​ ​goals.

October​ ​3, 2017 “FAFSA​ ​Night”​ ​will​ ​be​ ​hosted, providing​ ​students​ ​and​ ​parents​ ​an opportunity​ ​to​ ​use​ ​school​ ​computers for​ ​supported​ ​completion​ ​of​ ​FAFSA applications. 12 Activity​ ​will​ ​focus​ ​on​ ​the needs​ ​of​ ​12th​ ​Grade​ ​students preparing​ ​for​ ​college. October 27,​ ​2017 Students​ ​will​ ​attend​ ​NetSmartz internet​ ​safety​ ​training​ ​course. 9-12 All​ ​will​ ​participate.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​30 . December 4-8,​ ​2017 “Pathways”​ ​workshops,​ ​using​ ​digital tools​ ​to​ ​support​ ​ACT​ ​practice​ ​and preparation,​ ​college​ ​exploration,​ ​and college​ ​application​ ​processes. 9-12 9th​ ​Grade​ ​will​ ​receive​ ​a​ ​basic introduction​ ​to​ ​Pathways program. 10th​ ​Grade​ ​will​ ​take​ ​a​ ​more advanced​ ​look​ ​at​ ​interests, college​ ​programs,​ ​and careers. 11th​ ​Grade​ ​will​ ​focus​ ​on ACT​ ​preparation​ ​and practice.

12th​ ​Grade​ ​will​ ​work​ ​on researching​ ​admission requirements,​ ​FAFSA,​ ​and college​ ​applications. December 13,​ ​2017 Administration​ ​of​ ​ACT​ ​Practice​ ​Test to​ ​all​ ​Grades 9-12 Test​ ​results​ ​will​ ​be​ ​compared to​ ​grade​ ​level​ ​averages​ ​and progress​ ​will​ ​be​ ​compared​ ​to the​ ​prior​ ​year’s​ ​results. February 12-16, 2018 “Pathways”​ ​workshops,​ ​using​ ​digital tools​ ​to​ ​support​ ​ACT​ ​practice​ ​and preparation,​ ​college​ ​exploration,​ ​and college​ ​application​ ​processes. 9-12 9th​ ​Grade​ ​will​ ​receive​ ​a​ ​basic introduction​ ​to​ ​Pathways program.

10th​ ​Grade​ ​will​ ​take​ ​a​ ​more advanced​ ​look​ ​at​ ​interests, college​ ​programs,​ ​and careers. 11th​ ​Grade​ ​will​ ​focus​ ​on ACT​ ​preparation​ ​and practice. 12th​ ​Grade​ ​will​ ​work​ ​on researching​ ​admission requirements,​ ​FAFSA,​ ​and college​ ​applications,​ ​and scholarship​ ​applications. February 27,​ ​2018 Administration​ ​of​ ​ACT​ ​Test 11 Test​ ​results​ ​will​ ​be​ ​compared to​ ​grade​ ​level​ ​averages​ ​and progress​ ​will​ ​be​ ​compared​ ​to the​ ​prior​ ​year’s​ ​results. February 21,​ ​2018 All​ ​students​ ​will​ ​participate​ ​in​ ​a targeted​ ​Crew​ ​Lesson​ ​focusing​ ​on Digital​ ​Stewardship/Citizenry. 9-12 All​ ​grades​ ​will​ ​participate.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​31 . May​ ​2018 Students​ ​will​ ​receive​ ​a​ ​fidelity survey​ ​that​ ​will​ ​assess​ ​the​ ​use​ ​of digital​ ​tools​ ​to​ ​support​ ​their​ ​learning throughout​ ​the​ ​year. 9-12 Surveys​ ​will​ ​accommodate the​ ​needs​ ​of​ ​grades​ ​9-12. Year​ ​2 Timeline Activity Grade(s) Personalized​ ​Learning August 2018​ ​- June​ ​2019 Students​ ​will​ ​be​ ​taught​ ​to​ ​use​ ​digital tools​ ​to​ ​gain​ ​general​ ​knowledge, conduct​ ​research,​ ​and​ ​create high-quality​ ​products​ ​in​ ​most classes ​ Frequent​ ​opportunities​ ​for research​ ​and​ ​product​ ​creation​ ​will​ ​be provided​ ​school​ ​wide​ ​throughout​ ​the school​ ​year ​ Students​ ​will​ ​be provided​ ​with​ ​increased opportunities​ ​to​ ​use​ ​digital​ ​tools. Students​ ​will​ ​be​ ​provided​ ​with additional​ ​instruction​ ​in​ ​the​ ​use​ ​of Google​ ​Classroom​ ​and​ ​Google Drive ​ Students​ ​will​ ​also​ ​receive additional​ ​instruction​ ​in​ ​Digital Stewardship​ ​and​ ​will​ ​attend​ ​the annual​ ​NetSmartz​ ​presentation. 9-12 All​ ​learning​ ​experiences during​ ​year​ ​two​ ​will​ ​be similar​ ​to​ ​year​ ​one,​ ​however, we​ ​will​ ​revise​ ​our​ ​goals​ ​and plans​ ​based​ ​on​ ​the​ ​data collected​ ​during​ ​year​ ​1 ​ We will​ ​continue​ ​to​ ​differentiate instruction​ ​and​ ​learning​ ​and provide​ ​frequent opportunities​ ​for​ ​students​ ​to utilize​ ​digital​ ​tools​ ​to​ ​support learning​ ​in​ ​all​ ​grades.. March 2019 Current​ ​Seniors​ ​will​ ​complete​ ​a “Pathway​ ​to​ ​Success”​ ​Plan​ ​based​ ​on their​ ​College​ ​Plans​ ​and​ ​Career​ ​Goals. 12 Each​ ​plan​ ​will​ ​be personalized​ ​based​ ​on​ ​the student’s​ ​strengths​ ​and interests.

Year​ ​3 Timeline Activity Grade(s) Personalized​ ​Learning August 2019​ ​- June​ ​2020 Students​ ​will​ ​be​ ​taught​ ​to​ ​use​ ​digital tools​ ​to​ ​gain​ ​general​ ​knowledge, conduct​ ​research,​ ​and​ ​create high-quality​ ​products​ ​in​ ​most classes ​ Frequent​ ​opportunities​ ​for research​ ​and​ ​product​ ​creation​ ​will​ ​be provided​ ​school​ ​wide​ ​throughout​ ​the school​ ​year ​ Students​ ​will​ ​be 9-12 All​ ​learning​ ​experiences during​ ​year​ ​two​ ​will​ ​be similar​ ​to​ ​year​ ​one,​ ​however, we​ ​will​ ​revise​ ​our​ ​goals​ ​and plans​ ​based​ ​on​ ​the​ ​data collected​ ​during​ ​year​ ​2 ​ We will​ ​continue​ ​to​ ​differentiate instruction​ ​and​ ​learning​ ​and

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​32 . provided​ ​with​ ​increased opportunities​ ​to​ ​use​ ​digital​ ​tools. Students​ ​will​ ​be​ ​provided​ ​with additional​ ​instruction​ ​in​ ​the​ ​use​ ​of Google​ ​Classroom​ ​and​ ​Google Drive ​ Students​ ​will​ ​also​ ​receive additional​ ​instruction​ ​in​ ​Digital Stewardship​ ​and​ ​will​ ​attend​ ​the annual​ ​NetSmartz​ ​presentation. provide​ ​frequent opportunities​ ​for​ ​students​ ​to utilize​ ​digital​ ​tools​ ​to​ ​support learning​ ​in​ ​all​ ​grades.. March 2020 Current​ ​Seniors​ ​will​ ​complete​ ​a “Pathway​ ​to​ ​Success”​ ​Plan​ ​based​ ​on their​ ​College​ ​Plans​ ​and​ ​Career​ ​Goals. 12 Each​ ​plan​ ​will​ ​be personalized​ ​based​ ​on​ ​the student’s​ ​strengths​ ​and interests.

Digital​ ​Citizenship​ ​(and​ ​Stewardship) Students​ ​will​ ​gain​ ​an​ ​understanding​ ​of​ ​social​ ​and​ ​civic​ ​responsibilities​ ​and​ ​appropriate interactions​ ​with​ ​regard​ ​to​ ​digital​ ​access,​ ​laws,​ ​rights,​ ​responsibilities,​ ​and​ ​security ​ Each​ ​year, the​ ​Digital​ ​Citizenship​ ​Curricula​ ​will​ ​be​ ​presented​ ​through​ ​Crew​ ​and​ ​MegaCrew​ ​activities​ ​and will​ ​include: ● Responsible​ ​Use​ ​Agreement ● Students​ ​will​ ​examine​ ​Digital​ ​Citizenship​ ​through​ ​the​ ​lense​ ​of​ ​Venture​ ​Academy’s Community​ ​Stewardship​ ​Model.

○ Proximity ​ How​ ​does​ ​digital​ ​technology​ ​benefit​ ​and/or​ ​hurt​ ​social​ ​proximity? ○ Interaction ​ What​ ​norms​ ​and​ ​etiquette​ ​guide​ ​digital​ ​interactions ​ What​ ​digital laws​ ​should​ ​students​ ​be​ ​aware​ ​of ​ How​ ​can​ ​students​ ​protect​ ​themselves​ ​as​ ​they interact​ ​through​ ​software​ ​and​ ​social​ ​media?

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​33 . ○ Contribution ​ How​ ​can​ ​students​ ​use​ ​digital​ ​technologies​ ​to​ ​contribute​ ​to​ ​a common​ ​purpose​ ​on​ ​local​ ​and​ ​global​ ​levels? ○ Interdependence ​ How​ ​can​ ​digital​ ​tools​ ​promote​ ​interdependence ​ How​ ​can multiple​ ​people​ ​collaborate​ ​and​ ​share​ ​their​ ​skills​ ​and​ ​knowledge​ ​in​ ​order​ ​to ensure​ ​that​ ​all​ ​are​ ​successful? ○ Connectedness ​ How​ ​does​ ​digital​ ​technology​ ​increase​ ​connectedness ​ How​ ​can it​ ​hurt​ ​connectedness​ ​as​ ​well ​ How​ ​can​ ​students​ ​create​ ​positive​ ​and​ ​healthy connections?

○ Stewardship ​ How​ ​can​ ​students​ ​accept​ ​responsibility​ ​for​ ​the​ ​people,​ ​hardware, and​ ​communities​ ​they​ ​encounter​ ​through​ ​the​ ​use​ ​of​ ​digital​ ​tools? Throughout​ ​the​ ​duration​ ​of​ ​the​ ​program,​ ​these​ ​topics​ ​will​ ​be​ ​discussed​ ​annually ​ Lesson​ ​plans will​ ​be​ ​developed​ ​by​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Team​ ​using​ ​Venture​ ​Academy’s​ ​G-R-I-D​ ​format (Greeting,​ ​Reading,​ ​Initiative,​ ​Debrief ​ These​ ​lessons​ ​will​ ​be​ ​assessed​ ​annually​ ​through​ ​direct teacher​ ​and​ ​student​ ​feedback​ ​and​ ​revised​ ​as​ ​necessary​ ​in​ ​order​ ​to​ ​be​ ​most​ ​effective.​ ​The​ ​Crew format​ ​will​ ​provide​ ​for​ ​differentiation​ ​based​ ​on​ ​individual​ ​student​ ​needs​ ​and​ ​understanding.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​34 . PERSONALIZED​ ​PROFESSIONAL​ ​LEARNING VII.​ ​Professional​ ​Learning Throughout​ ​the​ ​administration​ ​of​ ​this​ ​grant​ ​program,​ ​Venture​ ​Academy​ ​will​ ​provide personalized​ ​professional​ ​learning​ ​regularly ​ Training​ ​will​ ​be​ ​provided​ ​through​ ​professional development​ ​throughout​ ​each​ ​school​ ​year,​ ​as​ ​well​ ​as​ ​through​ ​departments​ ​and​ ​individual coaching ​ All​ ​professional​ ​development​ ​should​ ​support​ ​the​ ​school’s​ ​mission,​ ​as​ ​well​ ​as​ ​our Digital​ ​Teaching ​ Learning​ ​Mission​ ​Statement: The​ ​mission​ ​of​ ​Venture​ ​Academy’s​ ​Digital​ ​Teaching ​ Learning​ ​program​ ​is,​ ​first,​ ​to​ ​enable students​ ​to​ ​use​ ​digital​ ​tools​ ​to​ ​gain​ ​general​ ​knowledge,​ ​employ​ ​effective​ ​research​ ​strategies,​ ​and create​ ​high​ ​quality​ ​products ​ Second,​ ​to​ ​enable​ ​teachers​ ​to​ ​utilize​ ​digital​ ​tools​ ​and​ ​related​ ​best practices​ ​in​ ​order​ ​to​ ​improve​ ​student​ ​learning​ ​through​ ​increased​ ​engagement,​ ​improved instruction,​ ​and​ ​broader​ ​access​ ​to​ ​digital​ ​technologies​ ​and​ ​curriculum ​ Third,​ ​to​ ​use​ ​digital tools​ ​to​ ​facilitate​ ​college​ ​readiness​ ​through​ ​higher-order​ ​problem​ ​solving,​ ​improved​ ​portfolio development,​ ​and​ ​college​ ​exploration ​ And,​ ​fourth ​ to​ ​provide​ ​all​ ​students​ ​with​ ​a​ ​greater understanding​ ​of​ ​digital​ ​stewardship​ ​and​ ​the​ ​role​ ​technology​ ​can​ ​provide​ ​in​ ​serving​ ​local​ ​and global​ ​communities.

Our​ ​initial​ ​focus​ ​will​ ​be​ ​on​ ​providing​ ​appropriate​ ​training​ ​for​ ​DT&L​ ​leadership ​ A​ ​portion​ ​of our​ ​planning​ ​grant​ ​was​ ​used​ ​to​ ​send​ ​members​ ​of​ ​the​ ​DT&L​ ​leadership​ ​team​ ​to​ ​the​ ​ISTE (International​ ​Society​ ​for​ ​Technology​ ​in​ ​Education)​ ​Conference​ ​in​ ​June​ ​2017 ​ We​ ​will​ ​continue to​ ​seek​ ​innovative​ ​training​ ​for​ ​our​ ​leadership​ ​team ​ In​ ​turn,​ ​the​ ​DT&L​ ​leadership​ ​team​ ​will​ ​plan

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​35 . and​ ​facilitate​ ​professional​ ​training​ ​for​ ​Venture​ ​Academy​ ​faculty ​ Their​ ​expertise​ ​will​ ​be valuable​ ​in​ ​helping​ ​all​ ​teachers​ ​integrate​ ​digital​ ​technology​ ​into​ ​their​ ​classrooms. Venture​ ​Academy​ ​conducts​ ​Professional​ ​Development​ ​weekly ​ As​ ​part​ ​of​ ​the​ ​Digital​ ​Teaching and​ ​Learning​ ​Grant​ ​program,​ ​we​ ​will​ ​schedule​ ​regular​ ​professional​ ​development​ ​meetings throughout​ ​the​ ​school​ ​year ​ During​ ​each​ ​meeting,​ ​we​ ​will​ ​review​ ​our​ ​DT&L​ ​mission​ ​statement, with​ ​emphasis​ ​on​ ​the​ ​four​ ​primary​ ​learning​ ​objectives​ ​of​ ​this​ ​program ​ This​ ​training​ ​will​ ​be designed​ ​and​ ​given​ ​by​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Team​ ​and​ ​school​ ​administrators ​ It will​ ​be​ ​designed​ ​based​ ​on​ ​the​ ​data​ ​collected​ ​through​ ​our​ ​metrics​ ​listed​ ​above​ ​and​ ​influenced​ ​by best​ ​practices​ ​researched​ ​and​ ​collected​ ​by​ ​the​ ​DT&L​ ​leadership​ ​team​ ​and​ ​school​ ​administration. This​ ​will​ ​be​ ​ongoing​ ​throughout​ ​the​ ​Grant​ ​process.

Opportunities​ ​will​ ​be​ ​made​ ​available​ ​to​ ​the​ ​Digital​ ​Teaching ​ Learning​ ​Team,​ ​as​ ​well​ ​as teachers​ ​and​ ​administrators,​ ​on​ ​a​ ​case-by-case​ ​basis,​ ​to​ ​participate​ ​in​ ​conferences,​ ​workshops, and​ ​other​ ​professional​ ​learning​ ​communities​ ​outside​ ​our​ ​school ​ In​ ​turn,​ ​they​ ​will​ ​be​ ​given opportunities​ ​to​ ​share​ ​what​ ​they​ ​learn​ ​with​ ​the​ ​school’s​ ​faculty​ ​during​ ​professional​ ​development meetings​ ​and​ ​other​ ​occasions ​ We​ ​plan​ ​to​ ​send​ ​at​ ​least​ ​two​ ​teachers​ ​to​ ​the​ ​national​ ​ISTE conference​ ​each​ ​year.

Faculty​ ​and​ ​administration​ ​will​ ​be​ ​given​ ​opportunities​ ​to​ ​share​ ​successes​ ​with​ ​digital​ ​tools​ ​in their​ ​own​ ​classrooms​ ​and​ ​help​ ​one​ ​another​ ​implement​ ​digital​ ​instruction​ ​within​ ​their​ ​curriculum. In​ ​departments,​ ​teachers​ ​will​ ​also​ ​have​ ​time​ ​to​ ​discuss​ ​strategies​ ​for​ ​integrating​ ​digital technology​ ​into​ ​the​ ​curriculum​ ​for​ ​their​ ​respective​ ​subject​ ​areas ​ Coaching​ ​will​ ​be​ ​provided throughout​ ​the​ ​year​ ​by​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Team ​ Each​ ​teacher​ ​should​ ​receive

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​36 . one​ ​coaching​ ​visit​ ​per​ ​semester​ ​(or​ ​twice​ ​per​ ​year ​ Coaching​ ​and​ ​mentorship​ ​will​ ​be​ ​provided to​ ​new​ ​teachers​ ​prior​ ​to​ ​the​ ​school​ ​year​ ​by​ ​the​ ​Digital​ ​Teaching ​ Learning​ ​Team ​ The​ ​Digital Teaching ​ Learning​ ​team​ ​will​ ​work​ ​with​ ​all​ ​teachers​ ​to​ ​help​ ​integrate​ ​digital​ ​tool​ ​and​ ​resources in​ ​all​ ​curriculum,​ ​with​ ​special​ ​emphasis​ ​on​ ​the​ ​math​ ​and​ ​science​ ​departments. In​ ​order​ ​to​ ​meet​ ​the​ ​needs​ ​of​ ​this​ ​program​ ​and​ ​the​ ​needed​ ​professional​ ​development,​ ​we​ ​have assembled​ ​a​ ​skilled​ ​leadership​ ​team​ ​that​ ​will​ ​meet​ ​regularly​ ​with​ ​school​ ​administration ​ At​ ​this time,​ ​no​ ​additional​ ​management​ ​restructuring​ ​is​ ​needed ​ We​ ​will​ ​continue​ ​to​ ​participate​ ​in​ ​any additional​ ​training​ ​provided​ ​by​ ​USBE​ ​and​ ​UETN ​ Teachers,​ ​administrators,​ ​and​ ​Digital Teaching​ ​and​ ​Learning​ ​Team​ ​members​ ​will​ ​be​ ​made​ ​aware​ ​of​ ​available​ ​UEN​ ​courses,​ ​especially those​ ​that​ ​support​ ​digital​ ​Research ​ Reasoning,​ ​Remediation,​ ​and​ ​Differentiated​ ​Learning (http://www.uen.org/development/).

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​37 . ASSESSMENT ​ MEASURABLE​ ​OUTCOMES VIII.​ ​Three​ ​year​ ​Plan​ ​for​ ​how​ ​an​ ​LEA​ ​will​ ​Monitor​ ​Student​ ​and​ ​Teacher​ ​Usage​ ​of​ ​the Program​ ​Technology Our​ ​technology​ ​plan​ ​assessments​ ​will​ ​seek​ ​to​ ​determine​ ​the​ ​following: 1. The​ ​extent​ ​to​ ​which​ ​digital​ ​tools​ ​are​ ​being​ ​used​ ​throughout​ ​the​ ​school​ ​to​ ​improve​ ​student learning,​ ​research,​ ​and​ ​the​ ​creation​ ​of​ ​high-quality​ ​products,​ ​particularly​ ​in​ ​math​ ​and science.

2. The​ ​degree​ ​to​ ​which​ ​teachers,​ ​and​ ​the​ ​school,​ ​are​ ​integrating​ ​digital​ ​technology​ ​in​ ​their curriculum​ ​in​ ​order​ ​to​ ​improve​ ​instruction,​ ​student​ ​engagement,​ ​and​ ​to​ ​provide​ ​greater access​ ​to​ ​digital​ ​technologies. 3. The​ ​degree​ ​to​ ​which​ ​the​ ​planned​ ​use​ ​of ​ digital​ ​tools​ ​and​ ​resources​ ​can​ ​facilitate​ ​college readiness. 4. The​ ​effectiveness​ ​of​ ​our​ ​digital​ ​stewardship​ ​program​ ​in​ ​helping​ ​students​ ​use​ ​digital​ ​tools appropriately.

Our​ ​assessments​ ​will​ ​include​ ​the​ ​following​ ​each​ ​year: 1. Official​ ​ACT​ ​Tests​ ​Results​ ​and​ ​ACT​ ​practice​ ​test​ ​results ​ The​ ​results​ ​of​ ​these​ ​tests,​ ​with emphasis​ ​on​ ​math​ ​and​ ​science,​ ​will​ ​serve​ ​as​ ​an​ ​indicator​ ​of​ ​the​ ​success​ ​of​ ​our​ ​Digital Teaching ​ Learning​ ​efforts ​ Data​ ​will​ ​be​ ​collected​ ​annually​ ​and​ ​compared​ ​to​ ​in-school grade​ ​level​ ​averages,​ ​state​ ​averages,​ ​and​ ​national​ ​averages ​ We​ ​will​ ​look​ ​for improvement​ ​that​ ​will​ ​correlate​ ​with​ ​our​ ​digital​ ​teaching ​ learning​ ​plan.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​38 . 2. Student​ ​Grades​ ​in​ ​Math​ ​and​ ​Science ​ A​ ​sample​ ​of​ ​student​ ​grades​ ​will​ ​be​ ​analyzed​ ​to evaluate​ ​intermediate​ ​and​ ​direct​ ​efforts​ ​to​ ​improve​ ​instruction​ ​using​ ​digital​ ​tools​ ​and resources ​ Data​ ​will​ ​be​ ​collected​ ​each​ ​semester​ ​to​ ​track​ ​the​ ​progress​ ​of​ ​the​ ​sample students. 3. Teacher​ ​Fidelity​ ​Survey ​ This​ ​survey,​ ​based​ ​on​ ​standards​ ​found​ ​in​ ​the​ ​North​ ​Carolina Digital​ ​Teaching​ ​and​ ​Learning​ ​Progress​ ​Rubric,​ ​will​ ​help​ ​us​ ​assess​ ​the​ ​integration​ ​of digital​ ​tools​ ​into​ ​each​ ​teacher’s​ ​curriculum​ ​and​ ​into​ ​the​ ​school​ ​culture. 4. North​ ​Carolina​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Progress​ ​Rubric ​ This​ ​rubric​ ​will​ ​act​ ​as​ ​a guide​ ​and​ ​assessment​ ​of​ ​our​ ​progress​ ​in​ ​terms​ ​of​ ​a​ ​cultural​ ​shift​ ​within​ ​the​ ​school​ ​toward more​ ​effective​ ​use​ ​of​ ​digital​ ​tools​ ​and​ ​resources​ ​in​ ​order​ ​to​ ​improve​ ​student​ ​learning​ ​and achievement.

5. The​ ​Utah​ ​State​ ​University​ ​Admissions​ ​Index​ ​and​ ​Passage​ ​Presentations ​ Both​ ​of​ ​these assessments,​ ​one​ ​quantitative,​ ​the​ ​other​ ​qualitative,​ ​will​ ​serve​ ​to​ ​assess​ ​each​ ​student's progress​ ​toward​ ​college​ ​readiness ​ The​ ​USU​ ​Admissions​ ​Index​ ​will​ ​serve​ ​as​ ​a​ ​measure of​ ​each​ ​student’s​ ​progress​ ​academically,​ ​while​ ​the​ ​Passage​ ​Presentation​ ​will​ ​provide​ ​a more​ ​holistic​ ​assessment. During​ ​year​ ​one,​ ​we​ ​will​ ​collect​ ​baseline​ ​data ​ We​ ​will​ ​use​ ​this​ ​data​ ​to​ ​assess​ ​regular​ ​progress toward​ ​our​ ​desired​ ​outcomes ​ Because​ ​we​ ​are​ ​a​ ​small​ ​school​ ​with​ ​a​ ​highly​ ​collaborative​ ​staff, we​ ​will​ ​maintain​ ​close​ ​communication​ ​throughout​ ​the​ ​implementation​ ​of​ ​this​ ​program ​ During all​ ​three​ ​years,​ ​the​ ​school’s​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team​ ​will​ ​visit​ ​with teachers​ ​regularly​ ​through​ ​monthly​ ​Professional​ ​Development,​ ​as​ ​well​ ​as​ ​visits​ ​to​ ​classrooms​ ​to provide​ ​coaching​ ​and​ ​support​ ​classroom​ ​implementation.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​39 . Coaching​ ​will​ ​consist​ ​of​ ​working​ ​with​ ​teachers​ ​to​ ​identify​ ​goals​ ​for​ ​the​ ​use​ ​of​ ​digital​ ​tools​ ​and resources,​ ​collaborating​ ​to​ ​create​ ​learning​ ​targets​ ​related​ ​to​ ​student​ ​learning​ ​with​ ​regard​ ​to​ ​the digital​ ​tools​ ​available​ ​to​ ​each​ ​classroom,​ ​classroom​ ​visits,​ ​and​ ​debriefs​ ​in​ ​which​ ​feedback​ ​is provided​ ​and​ ​goals​ ​are​ ​revised.​ ​The​ ​Leadership​ ​Team​ ​will​ ​meet​ ​regularly​ ​to​ ​develop​ ​continuous improvement​ ​plans​ ​for​ ​digital​ ​learning​ ​initiatives.

The​ ​Leadership​ ​Team​ ​will​ ​also​ ​analyze​ ​data​ ​regularly​ ​and,​ ​based​ ​on​ ​the​ ​findings ​ strive​ ​to continuously​ ​improve​ ​and​ ​adjust​ ​strategies,​ ​policies,​ ​and​ ​practices​ ​with​ ​regard​ ​to​ ​digital​ ​teaching and​ ​learning ​ Professional​ ​Development​ ​will​ ​be​ ​adjusted​ ​to​ ​meet​ ​the​ ​needs​ ​of​ ​students​ ​and teachers​ ​based​ ​on​ ​the​ ​findings​ ​that​ ​result​ ​from​ ​the​ ​data​ ​analysis ​ Data​ ​will​ ​include​ ​multiple sources,​ ​such​ ​as​ ​student​ ​products​ ​and​ ​performances,​ ​classroom​ ​observations,​ ​grades​ ​and​ ​testing, academic​ ​tracking,​ ​etc.

This​ ​plan​ ​will​ ​repeat​ ​annually​ ​throughout​ ​the​ ​duration​ ​of​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning Grant​ ​program.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​40 . ROBUST​ ​TECHNICAL​ ​INFRASTRUCTURE IX.​ ​Three​ ​Year​ ​Plan​ ​for​ ​Infrastructure​ ​Acquisition​ ​and​ ​Process​ ​for​ ​Procurement​ ​and Distribution​ ​of​ ​the​ ​Goods​ ​and​ ​Services​ ​an​ ​LEA​ ​intends​ ​to​ ​Use​ ​as​ ​Part​ ​of​ ​an​ ​LEA’s Implementation​ ​of​ ​the​ ​Program Our​ ​LEA​ ​student​ ​enrollment​ ​is​ ​776​ ​(number​ ​of​ ​students),​ ​and​ ​our​ ​NSLP​ ​(free​ ​and​ ​reduced​ ​lunch) student​ ​percentage​ ​for​ ​the​ ​LEA​ ​is​ ​29(%).

Venture​ ​Academy​ ​already​ ​has​ ​established​ ​what​ ​we​ ​believe​ ​to​ ​be​ ​an​ ​adequate​ ​network infrastructure ​ Our​ ​internet​ ​services​ ​are​ ​provided​ ​by​ ​the​ ​Utah​ ​Education​ ​Network​ ​(UEN),​ ​which currently​ ​provides​ ​30​ ​Gbps​ ​of​ ​sustained​ ​traffic​ ​and​ ​meets​ ​our​ ​current​ ​access​ ​needs ​ Wireless access​ ​is​ ​available​ ​throughout​ ​all​ ​instructional​ ​spaces​ ​and​ ​commons​ ​areas​ ​and​ ​students​ ​are provided​ ​access​ ​to​ ​most​ ​classroom​ ​resources​ ​from​ ​school​ ​and​ ​home ​ Our​ ​internal​ ​network​ ​is maintained​ ​by​ ​H-Wire​ ​Technology​ ​Solutions ​ H-wire​ ​will​ ​provide​ ​scaling​ ​of​ ​the​ ​current network​ ​if​ ​needed,​ ​and​ ​be​ ​consulted​ ​if​ ​expansion​ ​is​ ​required​ ​in​ ​order​ ​to​ ​maintain​ ​maximum performance.

Venture​ ​Academy​ ​will​ ​participate​ ​in​ ​UEN​ ​inventory​ ​tracking​ ​requirements​ ​for​ ​at​ ​least​ ​five​ ​years. X.​ ​Technical​ ​Support​ ​for​ ​Implementation​ ​and​ ​Maintenance​ ​of​ ​the​ ​Program Technical​ ​Support​ ​is​ ​provided​ ​by​ ​H-Wire​ ​Technology​ ​Solutions​ ​(​www.h-wire.com​)​ ​for​ ​both Hardware​ ​and​ ​Network​ ​services ​ Each​ ​teacher​ ​is​ ​provided​ ​with​ ​the​ ​ability​ ​to​ ​request​ ​immediate technical​ ​support​ ​by​ ​simply​ ​clicking​ ​on​ ​an​ ​icon​ ​on​ ​their​ ​computer​ ​desktops ​ This​ ​simple​ ​method significantly​ ​reduces​ ​the​ ​technical​ ​support​ ​burden​ ​potentially​ ​placed​ ​on​ ​Teachers ​ H-Wire

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​41 . representatives​ ​are​ ​regularly​ ​on​ ​campus​ ​and​ ​are​ ​quick​ ​to​ ​ensure​ ​maintenance​ ​of​ ​network services ​ Teachers​ ​may​ ​also​ ​request​ ​assistance​ ​in​ ​contacting​ ​technical​ ​support​ ​by​ ​office​ ​staff. Internet​ ​Service​ ​is​ ​provided​ ​by​ ​UEN. All​ ​digital​ ​tools,​ ​such​ ​as​ ​Chromebooks​ ​and​ ​computers,​ ​are​ ​inventoried​ ​by​ ​the​ ​office​ ​and identified​ ​by​ ​classroom​ ​and​ ​number​ ​in​ ​order​ ​to​ ​track​ ​them.

Venture​ ​Academy​ ​will​ ​continue​ ​to​ ​participate​ ​in​ ​statewide​ ​inventory​ ​surveys.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​42 . DATA​ ​AND​ ​PRIVACY XI.​ ​Proposed​ ​Security​ ​Policies,​ ​Including​ ​Security​ ​Audits,​ ​Student​ ​Data​ ​Privacy,​ ​and Remediation​ ​of​ ​Identified​ ​Lapses Part​ ​A.​ ​LEA​ ​Security​ ​Policies Internet​ ​security​ ​is​ ​provided​ ​by​ ​UEN’s​ ​iBoss,​ ​as​ ​well​ ​as​ ​internal​ ​filtering​ ​throughout​ ​the​ ​school’s network,​ ​which​ ​is​ ​updated​ ​regularly​ ​and​ ​maintained​ ​by​ ​H-Wire​ ​Technology​ ​Solutions ​ Policies are​ ​in​ ​place​ ​that​ ​govern​ ​student​ ​and​ ​teacher​ ​use​ ​of​ ​the​ ​internet​ ​and​ ​local​ ​network ​ Monitoring software​ ​exists​ ​in​ ​the​ ​computer​ ​labs ​ Students​ ​are​ ​taught​ ​to​ ​use​ ​digital​ ​tools​ ​responsibly​ ​as Digital​ ​Citizens ​ Violations​ ​result​ ​in​ ​disciplinary​ ​actions,​ ​relative​ ​to​ ​the​ ​infraction.​ ​A​ ​copy​ ​of​ ​our Acceptable​ ​Use​ ​Agreement​ ​and​ ​digital​ ​policies​ ​are​ ​included​ ​with​ ​this​ ​proposal ​ See​ ​attached​ ​the file,​ ​“Internet​ ​Safety​ ​and​ ​Technology​ ​Acceptable​ ​Use​ ​Policy​ ​08.11.14.docx” Students​ ​and​ ​teachers​ ​will​ ​receive​ ​security​ ​training​ ​in​ ​a​ ​class​ ​we​ ​call​ ​Crew​ ​with​ ​regard​ ​to password​ ​management,​ ​anti-phishing,​ ​etc.​ ​Crew​ ​is​ ​a​ ​class​ ​where​ ​culture​ ​and​ ​community​ ​are developed.​ ​Students​ ​have​ ​discussions​ ​and​ ​activities​ ​that​ ​support​ ​the​ ​goals,​ ​vision​ ​and​ ​policies​ ​of the​ ​school.

Venture​ ​Academy​ ​will​ ​accept​ ​comprehensive​ ​external​ ​security​ ​and​ ​data​ ​audits​ ​as​ ​provided​ ​by UETN. Part​ ​B.​ ​LEA​ ​Security​ ​Audit​ ​Plan

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​43 . Annually,​ ​the​ ​H-Wire​ ​Technology​ ​Solutions,​ ​the​ ​school’s​ ​administration,​ ​and​ ​the​ ​Digital Teaching​ ​and​ ​Learning​ ​Leadership​ ​team​ ​will​ ​audit​ ​the​ ​school’s​ ​policies​ ​and​ ​procedures regarding​ ​digital​ ​security​ ​and​ ​evaluate​ ​if​ ​the​ ​digital​ ​tools​ ​and​ ​programs​ ​currently​ ​in​ ​place​ ​are providing​ ​high​ ​levels​ ​of​ ​security ​ They​ ​will​ ​make​ ​changes​ ​to​ ​the​ ​policies​ ​and​ ​upgrade​ ​the technology​ ​as​ ​needed​ ​to​ ​ensure​ ​safety​ ​for​ ​all​ ​students.

Part​ ​C.​ ​LEA​ ​Student​ ​Data​ ​Privacy​ ​Policies​ ​and​ ​Procedures In​ ​accordance​ ​with​ ​the​ ​U.S.​ ​Department​ ​of​ ​Education,​ ​we​ ​adhere​ ​to​ ​the​ ​policy​ ​that​ ​“All education​ ​data​ ​holders​ ​must​ ​act​ ​responsibly​ ​and​ ​be​ ​held​ ​accountable​ ​for​ ​safeguarding​ ​students’ personally​ ​identifiable​ ​information ​ from​ ​practitioners​ ​of​ ​early​ ​learning​ ​to​ ​those​ ​developing systems​ ​across​ ​the​ ​education​ ​continuum​ ​(P-20)​ ​and​ ​from​ ​schools​ ​to​ ​their​ ​contractors ​ The​ ​need for​ ​articulated​ ​privacy​ ​protections​ ​and​ ​data​ ​security​ ​continues​ ​to​ ​grow​ ​as​ ​Statewide​ ​Longitudinal Data​ ​Systems​ ​(SLDS)​ ​are​ ​built​ ​and​ ​more​ ​education​ ​records​ ​are​ ​digitized​ ​and​ ​shared electronically ​ As​ ​States​ ​develop​ ​and​ ​refine​ ​their​ ​information​ ​management​ ​systems,​ ​it​ ​is​ ​critical that​ ​they​ ​ensure​ ​that​ ​student​ ​information​ ​continues​ ​to​ ​be​ ​protected​ ​and​ ​that​ ​students’​ ​personally identifiable​ ​information​ ​is​ ​disclosed​ ​only​ ​for​ ​authorized​ ​purposes​ ​and​ ​under​ ​the​ ​circumstances permitted​ ​by​ ​law.” Student​ ​data​ ​is​ ​See​ ​attached​ ​file,​ ​“Internet​ ​Safety​ ​and​ ​Technology​ ​Acceptable​ ​Use​ ​Policy 08.11.14.docx”

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​44 . Part​ ​D.​ ​LEA​ ​Remediation​ ​Plan​ ​of​ ​Identified​ ​Lapses Because​ ​teachers​ ​serve​ ​on​ ​the​ ​“frontline”​ ​they​ ​will​ ​be​ ​the​ ​first​ ​to​ ​recognize​ ​lapses​ ​in​ ​security. They​ ​will​ ​be​ ​taught​ ​procedures​ ​for​ ​reporting​ ​such​ ​lapses​ ​to​ ​Administration​ ​and​ ​the​ ​Digital Teaching​ ​and​ ​Learning​ ​Leadership​ ​Team ​ Teachers​ ​will​ ​be​ ​given​ ​opportunities​ ​to​ ​address potential​ ​security​ ​issues​ ​during​ ​professional​ ​development​ ​and​ ​to​ ​plan​ ​for​ ​identified​ ​lapses​ ​in order​ ​to​ ​ensure​ ​that​ ​all​ ​students​ ​are​ ​able​ ​to​ ​adhere​ ​to​ ​the​ ​school’s​ ​acceptable​ ​use​ ​policy ​ See also​ ​attached​ ​file,​ ​“Internet​ ​Safety​ ​and​ ​Technology​ ​Acceptable​ ​Use​ ​Policy​ ​08.11.14.docx ​ ​ In​ ​the event​ ​there​ ​is​ ​a​ ​real​ ​security​ ​lapse​ ​or​ ​one​ ​found​ ​in​ ​an​ ​audit,​ ​we​ ​will​ ​engage​ ​H-Wire​ ​Technology Solutions​ ​to​ ​determine​ ​issues​ ​and​ ​consequences,​ ​if​ ​any,​ ​from​ ​the​ ​lapse,​ ​provide​ ​solutions​ ​and make​ ​suggestions​ ​to​ ​prevent​ ​or​ ​reduce​ ​the​ ​potential​ ​of​ ​a​ ​lapse​ ​in​ ​the​ ​future.​ ​We​ ​will​ ​then prudently​ ​and​ ​in​ ​a​ ​timely​ ​manner​ ​make​ ​the​ ​necessary​ ​improvements.

Part​ ​E ​ Role​ ​of​ ​Technology​ ​in​ ​Student​ ​Centered​ ​Learning​ ​Policy A​ ​school​ ​leader​ ​on​ ​our​ ​technology​ ​team​ ​has​ ​performed​ ​an​ ​initial​ ​evaluation​ ​with​ ​our​ ​teachers and​ ​students​ ​through​ ​discussions​ ​and​ ​a​ ​survey​ ​to​ ​determine​ ​best​ ​practices​ ​and​ ​role​ ​of​ ​digital technology ​ The​ ​data​ ​has​ ​been​ ​discussed​ ​and​ ​used​ ​to​ ​make​ ​improvements​ ​to​ ​this​ ​year’s​ ​learning environments ​ We​ ​will​ ​continue​ ​this​ ​process​ ​at​ ​the​ ​end​ ​of​ ​every​ ​year ​ We​ ​will​ ​include​ ​the parents​ ​going​ ​forward​ ​through​ ​surveys​ ​and​ ​discussions.​ ​It​ ​is​ ​our​ ​desire​ ​that​ ​the​ ​data​ ​and​ ​feedback from​ ​these​ ​evaluations​ ​provide​ ​direction​ ​for​ ​improving​ ​our​ ​classes​ ​each​ ​year​ ​by​ ​defining​ ​best practices​ ​for​ ​technology​ ​use​ ​in​ ​each​ ​classroom​ ​and​ ​incorporating​ ​strategies​ ​that​ ​make​ ​student centered​ ​learning​ ​a​ ​reality​ ​in​ ​every​ ​classroom​ ​learning​ ​environment.

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​45 . BUDGET​ ​AND​ ​RESOURCES XII.​ ​Budget Part​ ​A.​ ​Disclosure​ ​of​ ​LEA’s​ ​Current​ ​Technology​ ​Expenditures Following​ ​is​ ​Venture​ ​High​ ​School’s​ ​2016-17​ ​technology​ ​budget. Part​ ​B.​ ​Budget​ ​for​ ​Grant​ ​Funding​ ​Year​ ​1 ​ 3 Below​ ​are​ ​listed​ ​our​ ​intended​ ​expenses​ ​for​ ​the​ ​duration​ ​of​ ​the​ ​grant. Year​ ​1 Units Item​ ​Cost Total Chromebooks 15 $294 $4,410 ACT​ ​Practice​ ​Assessment​ ​Materials 1 $400 $4,810

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​46 . ISTE​ ​2018​ ​Attendance 2 $535 $5880 ISTE​ ​2018​ ​Travel 2 $1200 $8280 Digital​ ​data​ ​loggers 10 $150 $9780 Heart​ ​Rate​ ​Monitors 10 $50 $10,280 Stipends 2 $350 $10,​ ​980 Total $10,980 Year​ ​2 Units Item​ ​Cost Total Chromebooks 15 $294 $4,410 ACT​ ​Practice​ ​Assessment​ ​Materials 1 $400 $4,810 ISTE​ ​2019​ ​Attendance 2 $535 $5880 ISTE​ ​2019​ ​Travel 2 $1200 $8280 Additional​ ​Professional​ ​Development 1 $500 $8780 Digital​ ​Tools​ ​as​ ​per​ ​revised​ ​goals 15 $100 $10,280 Stipends 2 $350 $10,980 Total $10,980 Year​ ​3 Units Item​ ​Cost Total Chromebooks 15 $294 $4,410 ACT​ ​Practice​ ​Assessment​ ​Materials 1 $400 $4,810 ISTE​ ​2019​ ​Attendance 2 $535 $5880 ISTE​ ​2019​ ​Travel 2 $1200 $8280 Additional​ ​Professional​ ​Development 1 $500 $8780 Digital​ ​Tools​ ​as​ ​per​ ​revised​ ​goals 15 $100 $10,280

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​47 . Stipends 2 $350 $10,980 Total $10,980 Part​ ​3:​ ​BUDGET Applicant ​ Venture​ ​Academy Description Funding Requested –​ ​Year​ ​One 2017-18 Funding Requested​ ​– Year​ ​Two 2018-19 Funding Requested​ ​– Year​ ​Three 2019-2020 TOTAL​ ​FUNDING REQUEST A.​ ​(100)​ ​Salaries ​ ​$700 $700 $700 $2,100 B ​ ( 200 ​ Employee Benefits ​ ​0 0 0 0 C ​ ( 300) Purchased Professional​ ​& Technical​ ​Services 0 0 0 0 D ​ ( 400) Purchased​ ​Property Service ​ ​0 0 0 0

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​48 . E ​ ( 500 ​ Other Purchased​ ​Service ​ ​0 0 0 0 F ​ ( 580 ​ Travel $2400 $2400 $2400 $7200 G ​ ( 600 ​ Supplies &​ ​Materials $6810 $6310 $6310 $19,830 H ​ ( 800 ​ Other (Exclude​ ​Audit Costs) $1070 $1570 $1570 $3210 I ​ TOTAL​ ​DIRECT COSTS​ ​(Lines​ ​A through​ ​H) ​ ​$10,980 $10,980 $10,980 ​ ​$32,940 J.​ ​(800)​ ​Other (Audit​ ​Costs) ​ ​0 0 0 0 K ​ Indirect​ ​Cost 0 0 0 ​ ​$0 L ​ Property (includes equipment) ​ ​0 0 0 0

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​49 . M ​ TOTAL​ ​(Lines​ ​I through​ ​L) ​ ​$10,980 $10,980 $10,980 $32,940 Part​ ​C.​ ​Possible​ ​Increase​ ​in​ ​Funding​ ​(10%​ ​Increase​ ​Plan) Given​ ​a​ ​10%​ ​increase,​ ​our​ ​plan​ ​would​ ​be​ ​to​ ​explore​ ​additional​ ​digital​ ​tools​ ​selected​ ​to​ ​meet specific​ ​digital​ ​teaching​ ​and​ ​learning​ ​goals​ ​as​ ​planned​ ​annually​ ​by​ ​the​ ​teachers​ ​and​ ​the​ ​Digital Teaching ​ Learning​ ​Team ​ We​ ​would​ ​also​ ​accelerate​ ​our​ ​goal​ ​of​ ​a​ ​1:1​ ​ration​ ​of​ ​computers​ ​to students​ ​in​ ​grades​ ​6 ​ 12.

Part​ ​D.​ ​Projection​ ​for​ ​Future​ ​Support​ ​Costs We​ ​do​ ​not​ ​foresee​ ​any​ ​future​ ​support​ ​cost​ ​above​ ​what​ ​is​ ​already​ ​included​ ​in​ ​the​ ​budget. Part​ ​E.​ ​Sustainability At​ ​the​ ​core​ ​of​ ​the​ ​program​ ​is​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Team​ ​which​ ​will​ ​become​ ​a regular​ ​leadership​ ​team​ ​at​ ​Venture​ ​Academy ​ As​ ​we​ ​fully​ ​establish​ ​a​ ​1:1​ ​ration​ ​of​ ​computers and​ ​are​ ​able​ ​to​ ​add​ ​additional​ ​technologies​ ​through​ ​the​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant,​ ​our technology​ ​expense​ ​will​ ​be​ ​reduced​ ​and​ ​we​ ​will​ ​be​ ​able​ ​to​ ​maintain​ ​the​ ​program​ ​with​ ​the​ ​regular addition​ ​of​ ​some​ ​digital​ ​tools​ ​each​ ​year​ ​using​ ​our​ ​own​ ​technology​ ​budget,​ ​however​ ​a​ ​significant growth​ ​would​ ​be​ ​limited​ ​without​ ​additional​ ​funds ​ In​ ​order​ ​to​ ​expand​ ​through​ ​all​ ​grade​ ​levels​ ​at the​ ​school​ ​at​ ​an​ ​accelerated​ ​rate,​ ​we​ ​would​ ​need​ ​to​ ​seek​ ​additional​ ​grants​ ​and​ ​funding ​ The savings​ ​that​ ​we​ ​would​ ​capture​ ​and​ ​re-purpose​ ​from​ ​this​ ​program​ ​would​ ​be​ ​used​ ​to​ ​expand​ ​our

Venture​ ​Academy​ ​USBE​ ​Digital​ ​Teaching​ ​and​ ​Learning​ ​Grant​ ​Application​ ​FY​ ​2018 ​ Page​ ​50 . digital​ ​research​ ​tools​ ​and​ ​to​ ​provide​ ​professional​ ​development,​ ​both​ ​on​ ​and​ ​off​ ​campus​ ​for​ ​our teachers.

1 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. LEADERSHIP Early Developing Advanced Target L1 Shared Vision ¨ A school leadership team is being created for the purposes of planning and leading digital teaching and learning. ¨ A vision for digital teaching and learning has not yet been created. ¨ A planned effort to discuss the eventual vision for digital teaching and learning with faculty, staff, and other stakeholders has not yet been put in place. ¨ There is no consistent effort to have school leaders consistently communicate about digital teaching and learning practices.

¨ Administrators do not focus on achieving the “NC Digital Learning Competencies for Administrators.” ¨ A school leadership team, consisting of a few individuals, collaboratively crafts the vision for digital teaching and learning. ¨ A vision for digital teaching and learning guides school digital education activities. ¨ School leadership annually promote the vision for digital teaching and learning to faculty and staff. ¨ School leaders communicate about digital teaching and learning practices, but do not model effective use of digital resources. ¨ Some administrators demonstrate the experienced level of achievement regarding the “NC Digital Learning Competencies for Administrators.” ¨ A school leadership team, consisting of many individuals, collaboratively crafts the vision, goals, and strategies for digital teaching and learning. ¨ The vision, goals, and strategies for digital teaching and learning exist as a self-contained initiative.

¨ School leadership occasionally promote the vision for digital teaching and learning to all stakeholders, including faculty, staff, students, parents, and community members. ¨ School leaders serve as lead learners for digital teaching and learning practices, modeling effective use of high quality digital resources. ¨ Most administrators demonstrate the experienced level of achievement regarding the “NC Digital Learning Competencies for Administrators.” ¨ A diverse, representative school leadership team, consisting of school administrators, teachers, students, parents, and community members, collaboratively crafts the vision, goals, and strategies for digital teaching and learning.

¨ The vision, goals, and strategies for digital teaching and learning are integrated as core components of the school’s School Improvement Plan and other high-level guiding frameworks. ¨ School leaders consistently promote the vision for digital teaching and learning to all stakeholders, including faculty, staff, students, parents, and community members. ¨ School leaders serve as lead learners for digital teaching and learning practices, modeling effective use of high quality digital resources. ¨ Most administrators demonstrate mastery with the “NC Digital Learning Competencies for Administrators.” Evidence, Comments

2 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. LEADERSHIP Early Developing Advanced Target L2 Personnel ¨ The school requires teacher leaders and other faculty to lead, learn, and share together about digital teaching and learning in meetings before or after school. ¨ The school does not yet make digital teaching and learning skills a requirement or priority for any teaching position. ¨ The school does not yet identify teacher-leaders for digital teaching and learning. ¨ The school has at least one part- time instructional coach for technology or at least one full-time certified school library media coordinator.

¨ The school recruits, hires, and develops a few teachers on their faculty to have high quality digital teaching and learning skills. ¨ The school has informal pathways to identify current teacher-leaders for digital teaching and learning. ¨ The school has at least one full-time instructional coach for technology and at least one full-time certified school library media coordinator. ¨ The school recruits, hires, and develops many teachers on their faculty to have high quality digital teaching and learning skills.

¨ The school has informal pathways to identify and develop current and future teacher-leaders for digital teaching and learning. ¨ The school has at least one full-time instructional technology facilitator and at least one full-time certified school library media coordinator. ¨ The school recruits, hires, and develops all teachers on their faculty to have high quality digital teaching and learning skills. ¨ The school has formal pathways to identify and develop current and future teacher-leaders for digital teaching and learning.

Evidence, Comments

3 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. L3 Communication & Collaboration ¨ Digital tools are rarely used to provide just-in-time information about important school activities and to connect parents, community members, and other stakeholders to the school using two-way communication. ¨ School leaders do not yet maintain a digital culture within their school in which the collaborative, transparent, free-flow exchange of information takes place among sub- groups of faculty and staff. ¨ Effective two-way communication does not yet take place between school leadership and district staff regarding the health of the school’s wireless networks for supporting high-quality user access. ¨ Communication does not yet take place between school leaders and district leaders regarding funding and sustainability for maintaining and expanding digital teaching and learning.

¨ Digital tools are occasionally used to provide just-in-time information about important school activities and to connect parents, community members, and other stakeholders to the school using two-way communication. ¨ Few school leaders maintain a digital culture within their school in which the collaborative, transparent, free-flow exchange of information takes place among sub-groups of faculty and staff. ¨ Effective two-way communication rarely takes place between school leadership and district staff regarding the health of the school’s wireless networks for supporting high-quality user access. ¨ Communication rarely takes place between school leaders and district leaders regarding funding and sustainability for maintaining and expanding digital teaching and learning.

¨ Digital tools are consistently used to provide just-in-time information about important school activities and to connect parents, community members, and other stakeholders to the school using two-way communication. ¨ Most school leaders maintain a digital culture within their school in which the collaborative, transparent, free-flow exchange of information takes place among sub-groups of faculty and staff. ¨ Effective two-way communication occasionally takes place between school leadership and district staff regarding the health of the school’s wireless networks for supporting high- quality user access.

¨ Occasional, transparent communication takes place between school leaders and district leaders regarding funding and sustainability for maintaining and expanding digital teaching and learning. ¨ Digital tools are continuously used to provide just-in-time information about important school activities and to connect parents, community members, and other stakeholders to the school using ongoing, two-way communication. ¨ All school leaders maintain a collaborative, transparent digital culture within their school in which the free-flow exchange of school information takes place among all faculty and staff.

¨ Effective two-way communication frequently and consistently takes place between school leadership and district staff regarding the health of the school’s wireless networks for supporting support high-quality user access. ¨ Frequent, transparent communication takes place between school leaders and district leaders regarding funding and sustainability for maintaining and expanding digital teaching and learning. Evidence, Comments

4 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. L4 Policy ¨ School digital technology policies include language for an Acceptable Use Policy, but have not been updated within the past two years and do not yet have a systematic process for consistent policy updates. ¨ School digital technology policies are not yet aligned to the School Improvement Plan and do not mention the role of digital technology in furthering the school toward the goals outlined in the improvement plan. ¨ School policies do not yet mention the role of digital technology in a student-centered learning environment.

¨ School digital technology policies include an Acceptable Use Policy, but do not have a systematic process for consistent or continual policy updates. ¨ School digital technology policies are in the process of being aligned to the School Improvement Plan and do not mention the role of digital technology in furthering the school toward the goals outlined in the improvement plan. ¨ School leaders are discussing the role of digital technology in a student-centered learning environment. ¨ School digital technology policies have shifted from an Acceptable Use Policy to Responsible Use guidelines, but do not have a systematic process for consistent or continual policy updates. ¨ School digital technology policies have been aligned to the School Improvement Plan and do not mention the role of digital technology in furthering the school toward the goals outlined in the improvement plan. ¨ School leaders have adopted policy regarding the role of digital technology in a student-centered learning environment.

¨ School digital technology policies incorporate Responsible Use Guidelines that encourage proactive, positive behavior with digital technologies and have a systematic process for consistent or continual policy updates. ¨ School digital technology policies have been aligned to the School Improvement Plan and explicitly delineate the role of digital technology in furthering the school toward the goals outlined in the improvement plan. ¨ School leaders have worked with a variety of stakeholder groups to create and adopt policy regarding the role of digital technology in a student-centered learning environment and have a systematic process in place to continuously advocate for this policy with relevant stakeholder groups.

Evidence, Comments

5 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. L5 Continuous Improvement ¨ The school is not yet considering continuous improvement plans for digital learning initiatives. ¨ Data are not yet being collected or used related to digital learning initiatives. ¨ Continuous improvement systems have not yet been identified or established. ¨ School leaders are considering continuous improvement plans for digital learning initiatives. ¨ Limited data are being used across the school to continuously improve the school’s implementation of digital teaching and learning. ¨ Digital learning initiatives are seen as separate from the rest of the teaching-and-learning process and little effort is given regarding overall evaluation.

¨ School leaders have begun to developcontinuous improvement plans for digital learning initiatives. ¨ Mostly high-level data (e.g., student grades and test scores) are being used to continuously improve the school’s implementation of digital teaching, but school leaders are beginning to develop plans for the collection of more nuanced, informative data. ¨ Digital learning initiatives are adjusted every 1-2 years based upon summative results of continuous improvement data (e.g., based on findings: professional development is adjusted; schedules are changed; content access protocols are improved; policies are updated; etc.). ¨ A team of stakeholders that includes school leadership and representatives of some other groups such as, school administrators, teachers, parents, students, and/or community members have developed continuous improvement plans for digital learning initiatives aligned to the School improvement Plan. ¨ Multiple and varied sources of data (e.g., student performance data, classroom observation data, web analytics, participation tracking, survey data, etc.) are being used to continuously improve the school’s implementation of digital teaching and learning. ¨ Digital learning initiatives are continuously adjusted based on results of ongoing data collection (e.g., based on findings: professional development is adjusted; schedules are changed; content access protocols are improved; policies are updated; etc.). Evidence, Comments

6 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. L6 Procurement ¨ When the school procures their own products or collaborates with the district, teachers and technical support service staff are not yet included in the procurement decision-making process, which does not yet include a pilot period to test the product prior to full purchase. ¨ Digital content procured by the school is purchased as a package (a large bundle of content, such as multiple courses). ¨ The accessibility and usability of digital content is not addressed. ¨ Procured licenses for each student and teacher and are not transferrable between individuals as needed.

¨ When the school procures their own products or collaborates with the district, teachers and technical support service staff are occasionally included in a single part of the procurement decision- making process, which rarely includes a pilot period to test the product prior to full purchase. ¨ Digital content procured by the school is purchased by course. ¨ Accessibility and usability of digital content for all students with disabilities or special needs is partially addressed by at least asking the vendor to provide assurances.

¨ Procured licenses are based on enrollment count, and are not licensed to individual students and teachers. ¨ When the school procures their own products or collaborates with the district, teachers and technical support service staff are included in multiple parts of the procurement decision- making process, which occasionally includes a pilot period to test the product prior to full purchase. ¨ Digital content procured by the school is purchased by unit (a content subcomponent of a course that includes multiple, related topics).

¨ Accessibility and usability of digital content for all students with disabilities or special needs is addressed by providing alternatives for inaccessible content. ¨ Procured licenses are based on a flexible licensing model on the number of concurrent users. ¨ When the school procures their own products or collaborates with the district, teachers and technical support service staff are full participants in the entire procurement decision- making process, which consistently includes a pilot period to test the product prior to full purchase.

¨ Digital content procured by the school is purchased by topic (the smallest division of content, smaller than unit-level content), enabling teachers to customize content from multiple sources and create curriculum tailored to their standards. ¨ All digital content is accessible and useable by all students with disabilities or special needs. ¨ Procured licenses are based on a flexible licensing model that allows for transferability among users, or on the total enrollment of the school. Evidence, Comments

7 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. PROFESSIONAL LEARNING Early Developing Advanced Target P1 Professional Learning Focus ◻ Professional learning for digital teaching and learning focuses on sharing basic information about digital technology tools and resources. ◻ Professional learning on pedagogy in a digital learning environment has not yet been provided. ◻ Professional learning for digital teaching and learning has not yet been provided on content- specific strategies for implementation into the curriculum.

◻ Professional learning for digital teaching and learning does not yet focus on blended learning. ◻ Educators are not given clear expectations for how and why technology will or should be used with students. ◻ Educators are not yet exploring different blended learning models (e.g., rotation, flex, self- blend, enriched virtual, their own model, or multiple models). ◻ Professional learning for digital teaching and learning focuses on engaging with digital technology tools and resources. ◻ Professional learning on pedagogy in a digital learning environment introduces digital learning frameworks (e.g., TPACK, SAMR, 4Cs, etc.).

◻ Professional learning for digital teaching and learning has been provided on content-specific strategies for implementation into the curriculum for CCSS subjects (ELA, mathematics). ◻ Professional learning for digital teaching and learning focuses on the use of digital learning tools, but not on changing instructional practices to support blended learning. ◻ Educators are aware of expectations for how and why technology will or should be used with students. ◻ Occasional access to instructional support to fully use blended learning models (e.g., rotation, flex, self-blend, enriched virtual, their own model, or multiple models) in their teaching is provided. ◻ Professional learning for digital teaching and learning focuses on curriculum planning integrated with digital technology tools and resources.

◻ Professional learning on pedagogy in a digital learning environment explores digital learning frameworks (e.g., TPACK, SAMR, 4Cs, etc.) for the effective uses of digital technology to support instructional strategies. ◻ Professional learning for digital teaching and learning has been provided on content- specific strategies implementation into the curriculum for ELA, mathematics, social studies, and science. ◻ Professional learning for digital teaching and learning focuses on the use of digital learning tools and changing instructional practices to support blended learning. ◻ Educators are able to articulate expectations for how and why technology is used with students.

◻ Professional learning on blended learning models (e.g., rotation, flex, self-blend, enriched virtual, their own model, or multiple models) have been offered and pilot classrooms are in use. ◻ Professional learning for digital teaching and learning focuses on curriculum planning and student-learning activities integrated with digital technology tools and resources. ◻ During professional learning on pedagogy in a digital learning environment, teachers reflect on and revise their implementation of digital learning frameworks (e.g., TPACK, SAMR, 4Cs, etc.).

◻ Professional learning for digital teaching and learning has been provided on content-specific strategies for implementation into the curriculum for ALL subject areas. ◻ Professional learning for digital teaching and learning focuses on changing instructional practices to support blended learning and using data to inform instruction. ◻ Educators demonstrate their understanding and ability to meet expectations to transform student-learning by skillfully applying strategic, advanced use of digital technology in their instruction.

◻ Educators are implementing different blended learning models (e.g., rotation, flex, self-blend, enriched virtual, their own model, or multiple models) regularly.

8 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Evidence, Comments P2 Professional Learning Format ◻ Professional learning for digital teaching and learning is typically delivered in a large- group via lecture. ◻ Professional learning for digital teaching and learning is designed to address large group needs as determined by school goals or initiatives. ◻ Professional learning for digital teaching and learning does not yet include ongoing support through coaching, mentoring, or learning communities.

◻ Professional learning for digital teaching and learning is rarely delivered in face-to-face or synchronous settings. ◻ Educators do not yet have the opportunity to discuss digital learning in professional learning community meetings. ◻ Professional learning for digital teaching and learning is typically delivered in small group settings via lecture. ◻ Professional learning for digital teaching and learning is designed to address large group needs identified through perceptions of school leaders. ◻ Professional learning for digital teaching and learning includes ongoing support through coaching, mentoring, and/or learning communities.

◻ Professional learning for digital teaching and learning is delivered in face-to-face or synchronous settings. ◻ Educators occasionally share lessons and activities about digital learning through infrequent professional learning community meetings (e.g., quarterly early release days). ◻ Professional learning for digital teaching and learning is typically delivered in small group settings using an appropriate pedagogical strategy (e.g., job-embedded, ongoing, relevant, or sustainable). ◻ Professional learning for digital teaching and learning is designed to address large group needs identified through data (e.g., surveys, teacher evaluations, classroom walk- throughs).

◻ Professional learning for digital teaching and learning includes ongoing support through coaching, mentoring, and professional learning communities. ◻ Professional learning for digital teaching and learning is delivered in face-to-face or synchronous settings and informal opportunities are encouraged. ◻ Educators frequently share lessons and activities about digital learning in their regular professional learning communities by connecting with and learning from educators, administrators, and industry experts locally (e.g., weekly common planning periods, content-specific PLCs, cross-team collaborations).

◻ Professional learning for digital teaching and learning is typically delivered in small group settings using multiple pedagogical strategies (e.g., job-embedded, ongoing, relevant, and sustainable). ◻ Professional learning for digital teaching and learning is personalized based on participants’ professional learning needs identified through data (e.g., surveys, teacher evaluations, classroom walk-throughs). ◻ Professional learning for digital teaching and learning includes ongoing support through peer observation, assessment, coaching, modeling, professional learning communities, and mentoring.

◻ Professional learning for digital teaching and learning is delivered in face-to-face or synchronous settings and includes intentional opportunities for informal and anytime, anywhere learning. ◻ Educators share lessons and activities about digital learning in their regular professional learning communities by connecting with and learning from educators, administrators, and industry experts, locally, nationally, and globally (e.g. common planning periods, content-specific PLCs, cross-team collaborations, social media, etc.).

9 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Evidence, Comments P3 Professional Learning Participation ◻ Educators are responsible for pursuing professional learning for digital teaching and learning independently. ◻ Administrators do not yet participate in professional learning on digital transitions (i.e. content, instruction, and assessment). ◻ Educators are not yet encouraged to pursue professional learning opportunities on blended learning regarding specific digital implementations. ◻ School or district provides some professional learning for digital teaching and learning typically available after school or during planning time.

◻ Some administrators participate in professional learning on digital transitions (i.e. content, instruction, and assessment) with their staff. ◻ Educators are encouraged to pursue professional learning opportunities on blended learning regarding specific digital implementations. ◻ School or district provides multiple opportunities to meet the professional learning needs of all educators, including some release time to participate in professional learning opportunities. ◻ All administrators participate in professional learning on leading digital transitions (i.e. content, instruction, and assessment). ◻ Educators are expected to pursue professional learning opportunities on blended learning specific to their role and/or content area.

◻ School or district provides multiple and varied opportunities to meet the individual professional learning needs of all educators, including some release time to participate in professional learning opportunities. ◻ All administrators participate in professional learning on leading digital transitions (i.e. content, instruction, assessment), including evaluating authentic digital learning and teaching. ◻ Educators are expected to pursue professional learning opportunities on blended learning specific to their role and/or content area to support continuous growth, instructional gain, and communication with stakeholders. Evidence, Comments

10 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. CONTENT & INSTRUCTION Early Developing Advanced Target C1 Educator Role ◻ Shifts in educator role in a digital learning environment, in which educators do more facilitation, are not yet being addressed. ◻ Teachers do not focus on achieving skills in the “NC Digital Learning Competencies for Teachers” (see Glossary in Appendix A). ◻ Educators are not yet empowered to customize digital content from any sources. ◻ Educators are the primary source of information; student learning and work is primarily an individual task. ◻ Educators do not yet make evidence based decisions when and implementing their own blended learning practices, maximizing the potential for meeting individual needs through personalized learning dependent on real-time data.

◻ Educators do not engage in problem solving through planning, designing, testing, objective reflection (both positive and negative results), evaluation, and recalibration of teaching methods. ◻ Shifts in educator role in a digital learning environment, in which educators do more facilitation, are driven at the teacher-level and are not systemic. ◻ Most teachers achieve the “novice” level in the “NC Digital Learning Competencies for Teachers” (See Glossary in Appendix A). ◻ Educators are empowered to customize digital content from a few sources.

◻ Educators are the primary source of information, however, students may contribute; some collaborative group work is used in the learning process. ◻ Educators are encouraged to shift to evidence based decision-making when implementing their own blended learning practices, maximizing the potential for meeting individual needs through personalized learning dependent on real-time data. ◻ Educators occasionally engage in problem solving through planning, designing, testing, objective reflection (both positive and negative results), and recalibration of teaching methods. ◻ Shifts in educator role in a digital learning environment, in which educators do more facilitation, are driven at the school-leader level and are not systemic.

◻ Most teachers achieve the “experienced” level in the “NC Digital Learning Competencies for Teachers” (see Glossary in Appendix A). ◻ Educators are empowered to customize digital content from many sources. ◻ Educators and, frequently, students, gather resources to support learning; collaborative groups are frequently employed for learning; collaborative digital tools such as chat rooms, wikis, blogs, etc., are frequently used as age appropriate. ◻ Educators are beginning to apply evidence based decision-making when implementing their own blended learning practices, maximizing the potential for meeting individual needs through personalized learning dependent on real- time data.

◻ Educators are at the beginning stages of engaging in problem solving through planning, designing, testing, objective reflection (both positive and negative results), evaluation, and recalibration of teaching methods. ◻ Shifts in educator role in a digital learning environment, in which educators do more facilitation, are driven at the school level and are systemic. ◻ Most teachers achieve the “mastery” level in the “NC Digital Learning Competencies for Teachers” (see Glossary in Appendix A).

◻ Educators are empowered to customize digital content from unlimited sources. ◻ Students and educators are partners in learning; both students and educators discover and contribute resources to support learning in publically accessible venues; use of digital tools such as chat rooms, wikis, blogs, etc., is common as age appropriate; emphasis on connected, networked learning is ongoing. ◻ Educators apply the relevant evidence base when implementing their own blended learning practices, maximizing the potential for meeting individual needs through personalized learning dependent on real- time data.

◻ Educators engage in problem solving through continuous planning, designing, testing, objective reflection (both positive and negative results), evaluation, and recalibration of teaching methods.

11 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Evidence, Comments C2 Student- Centered Learning ◻ Students do not participate in digital learning activities that develop critical thinking, communication, collaboration, and creativity skills. ◻ Students do not have the ability to use digital tools to select their own learning paths. ◻ Few students are active participants in using digital tools to set educational goals, manage their learning, and assess their progress. ◻ Students have a few opportunities to identify, evaluate, and use appropriate digital tools and resources to create, think critically, solve problems, explore relevant and authentic issues, establish reliability, communicate their ideas, and collaborate effectively. ◻ Students have a few opportunities to use digital tools to select personalized learning paths based on their learning interests, preferences, and differences.

◻ Some students are active participants in using digital tools to set educational goals, manage their learning, and assess their progress. ◻ Students have many opportunities to identify, evaluate, and use appropriate digital tools and resources to create, think critically, solve problems, explore relevant and authentic issues, establish reliability, communicate their ideas, and collaborate effectively. ◻ Students have many opportunities to use digital tools to select personalized learning paths based on their learning interests, preferences, and differences. ◻ Many students are active participants in using digital tools to set educational goals, manage their learning, and assess their progress.

◻ All students have consistent opportunities to identify, evaluate, and use appropriate digital tools and resources to create, think critically, solve problems, explore relevant and authentic issues, establish reliability, communicate their ideas, and collaborate effectively. ◻ All students have consistent opportunities to use digital tools to select personalized learning paths based on their learning interests, preferences, and differences. ◻ All students are active participants in using digital tools to set educational goals, manage their learning, and assess their progress.

Evidence, Comments

12 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. C3 Future Ready Learning Spaces ◻ Neither educators nor students use digital tools to connect with others beyond the classroom for learning. ◻ The arrangement of the classroom is rigid and designed for a one-to- many instructional format; there is little or no infrastructure for the use of digital tools. ◻ School library media center collections and services are concentrated primarily on print resources; they are introduced, circulated, and studied through a fixed schedule of student visits, with the school library media coordinator rarely, if ever, leaving the media center to assist/team teach in classrooms and throughout the building.

◻ Educators and students use digital tools to connect to other learners locally or regionally and connect to local industry experts once or twice yearly. ◻ The arrangement of the classroom is set up for grouping, but the arrangement is static/rigid; some infrastructure support for the use of digital tools is present (e.g., charging station, area(s) for creating and displaying work). ◻ School library media center collections and services are both print and digital; they are introduced, flexibly circulated, and studied based on collaboration between the school library media coordinator and classroom teachers during mutually convenient times either in the media center, classroom, or throughout the building. ◻ Educators and students use digital tools to connect to learners in other cultures and countries once or twice yearly; educators and students rarely use digital tools to engage with thought leaders and/or experts in various fields from around the world.

◻ The arrangement of the classroom supports grouping and changes occasionally to meet instructional needs; infrastructure support for the use of digital tools is present (e.g., charging station, area(s) for creating and displaying work). ◻ The school library media center has a variety of print and digital collections and spaces that allow for exploration and use of a variety of resources, tools, and services to support and enhance classroom instruction; school library media coordinator and additional media personnel circulate throughout the media center and school building to support teachers and students as they learn together and independently. ◻ Educators and students frequently use digital tools to connect to learners in other cultures and countries to share projects, to learn from each other, and to work collaboratively; educators and students occasionally use digital tools to engage with thought leaders and/or experts in various fields from around the world. ◻ The arrangement of the classroom supports grouping and changes regularly to meet instructional needs; infrastructure support for the use of digital tools is present and high-functioning (e.g., charging station, area(s) for creating and displaying work); educators are regularly modifying the form and function of the physical learning environment to create a conducive digital learning space.

◻ The school library media center has a variety of print and digital collections and spaces that allow for exploration, use, and exhibit a variety of resources, tools, and services to support and enhance classroom instruction and challenge each student’s creativity and self-direction; media personnel circulate, advise, and consult with teachers, students, parents, and the community to provide support to all stakeholders as they live and learn both together and independently. Evidence, Comments

13 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. C4 Technology Infrastructure & Devices ◻ A learning management system is not yet used by educators. ◻ The school rarely provides support to teachers in their use of the learning management system(s) to plan and organize curriculum, provide student activities, and track and communicate students’ progress. ◻ Educators and students occasionally use district-owned digital resources while student- owned resources are not yet used; BYOD is not supported.

◻ A learning management system is used by some educators, as age appropriate. ◻ The school provides occasional support to teachers in their use of the learning management system(s) to plan and organize curriculum, provide student activities, and track and communicate students’ progress. ◻ Educators and students frequently use district-owned digital resources while student-owned resources are rarely used; BYOD is not supported. ◻ A learning management system is used by most educators, as age appropriate. ◻ The school provides frequent support to teachers in their use of the learning management system(s) to plan and organize curriculum, provide student activities, and track and communicate students’ progress.

◻ Educators and students frequently use district-owned digital resources while student-owned resources are occasionally used as appropriate; BYOD is supported. ◻ A learning management system is used by all educators, as age appropriate. ◻ The school provides consistent, regular support to teachers in their use of the learning management system(s) to plan and organize curriculum, provide student activities, and track and communicate students’ progress. ◻ Educators and students consistently use district and personal digital resources as appropriate, with educators modeling a “best tool for the job” mindset in a way that is aligned to district policies, procedures, and specifications; BYOD is supported. Evidence, Comments C5 Outside of School ¨ Partnerships with the community groups (e.g., public libraries, community centers, municipalities, downtown areas, and Internet providers) to support out-of-school Internet access are not yet established.

¨ Fewer than 50% of teachers and students have Internet/broadband access outside the school day. ¨ Partnerships with the community groups (e.g., public libraries, community centers, municipalities, downtown areas, and Internet providers) to support out-of-school Internet access are brief and rare. ¨ 50% of teachers and students have Internet/broadband access outside the school day at least two days per week. ¨ Partnerships with the community groups (e.g., public libraries, community centers, municipalities, downtown areas, and Internet providers) to support out-of- school Internet access exist with a small number of organizations or individuals. ¨ Most teachers and students have Internet/broadband access outside the school day 3-5 days per week. ¨ Partnerships with the community groups (e.g., public libraries, community centers, municipalities, downtown areas, and Internet providers) to support out-of-school Internet access are continuous and leverage multiple types of organizations. ¨ All teachers and students have Internet/broadband access outside the school day 6-7 days a week.

14 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Evidence, Comments C6 Data-Informed Instruction ◻ Educators do not use digitally- enhanced formative and summative assessments as a part of the teaching and learning process. ◻ Teachers make limited use of student data from state level systems. ◻ Educators do not yet use digital performance data and/or related digital tools to assess student learning. ◻ Educators do not yet use digital tools to analyze student data. ◻ Educators use some digitally- enhanced formative and summative assessments as a part of the teaching and learning process.

◻ Teachers use learner profiles to plan instruction at the classroom level. ◻ Educators occasionally use digital performance data and/or related digital tools to assess student learning. ◻ Educators occasionally use digital tools to analyze student data. ◻ Educators use multiple opportunities to integrate digitally-enhanced formative and summative assessments as a part of the teaching and learning process. ◻ Teachers and students use learner profiles to make just in time adjustments for differentiated instruction. ◻ Educators frequently use digital performance data and/or related digital tools to empower students to self-assess, monitor their own learning, and engage in metacognition.

◻ Educators occasionally use digital tools to analyze both quantitative and qualitative student data and apply findings to the instructional process (e.g., create individual learner profiles of strengths, weaknesses, interests, skills, gaps, and preferences; inform, personalize, and calibrate individual learning experiences; identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile; reflect and improve upon instructional practice). ◻ Educators seamlessly integrate digitally- enhanced formative and summative assessments as a part of the teaching and learning process.

◻ Teachers and students use learner profiles to personalize learning at the student level. ◻ Educators regularly use digital performance data and/or related digital tools to empower students to self-assess, monitor their own learning, and engage in metacognition. ◻ Educators frequently use digital tools to analyze both quantitative and qualitative student data and apply findings to the instructional process (e.g., create individual learner profiles of strengths, weaknesses, interests, skills, gaps, and preferences; inform, personalize, and calibrate individual learning experiences; identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile; reflect and improve upon instructional practice).

15 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Evidence, Comments C7 Digital Citizenship ◻ Educators do not yet demonstrate understanding of intellectual property rights while following copyright law and fair use guidelines. ◻ Educators do not yet teach and require students to understand intellectual property rights and follow copyright law and fair use guidelines in their work. ◻ Educators do not yet engage in responsible and professional digital social interaction. ◻ Educators do not yet teach and require students to apply digital citizenship best practices and responsible digital social interaction.

◻ Educators do not yet demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools. ◻ Educators occasionally demonstrate understanding of intellectual property rights while following copyright law and fair use guidelines. ◻ Educators occasionally teach and require students to understand intellectual property rights and follow copyright law and fair use guidelines in their work. ◻ Educators occasionally engage in responsible and professional digital social interaction.

◻ Educators occasionally teach and require students to apply digital citizenship best practices and responsible digital social interaction. ◻ Educators rarely demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools. ◻ Educators frequently demonstrate understanding of intellectual property rights while following copyright law and fair use guidelines. ◻ Educators frequently teach and require students to understand intellectual property rights and follow copyright law and fair use guidelines in their work. ◻ Educators frequently engage in responsible and professional digital social interaction.

◻ Educators frequently teach and require students to apply digital citizenship best practices and responsible digital social interaction. ◻ Educators occasionally demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools. ◻ Educators consistently demonstrate understanding of intellectual property rights while following copyright law and fair use guidelines. ◻ Educators consistently teach and require students to understand intellectual property rights and follow copyright law and fair use guidelines in their work.

◻ Educators consistently engage in responsible and professional digital social interaction. ◻ Educators consistently teach and require students to apply digital citizenship best practices and responsible digital social interaction. ◻ Educators frequently demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools. Evidence, Comments

16 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. DATA & ASSESSMENT Early Developing Advanced Target D1 Learner Profiles ¨ Digital student learner profiles are not available. ¨ School administrators make limited use of student data from state level systems. ¨ Teachers do not yet facilitate student use of their own digital performance data. ¨ Digital student learner profiles exist and include historical student performance data; the profiles respect student privacy and are compliant with all federal, state, and local data privacy laws.

¨ School administrators use learner profiles to make general plans to support schoolwide instructional goals. ¨ Teachers rarely facilitate student use of their own digital performance data, so the student may monitor their own learning progress. ¨ Digital student learner profiles exist and include historical student performance data and real-time formative assessment data; the profiles respect student privacy and are compliant with all federal, state, and local data privacy laws. ¨ School administrators use learner profiles to support schoolwide instructional goals at the grade/subject level.

¨ Teachers occasionally facilitate student use of their own digital performance data, so that the student may monitor their own learning progress, reflect on their own learning, and engage in metacognition. ¨ Digital student learner profiles exist and include historical student performance data, real-time formative assessment data, information on student learning differences, and other informal education information (student interests, clubs, etc.); the profiles respect student privacy and are compliant with all federal, state, and local data privacy laws.

¨ School administrators use learner profiles to support schoolwide instructional goals at the classroom level. ¨ Teachers frequently facilitate student use of their own digital performance data, so that the students may monitor their own learning progress, reflect on their own learning, and engage in metacognition.

17 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. D2 Data Use Culture ¨ The faculty, administrators, students, and school stakeholders have not yet begun to build a school culture in which all understand and agree that digital learner data are used to inform professional instructional decisions, not for automated instructional decisions based solely on quantitative results. ¨ The faculty, administrators, students, and school stakeholders have not yet begun to build a school culture in which all understand and agree that measures of student learning growth are valued, instead of measures of student achievement.

¨ School administrators do not yet encourage or support the use of teacher-created assessments to measure student learning throughout the year, complimenting end-of-year statewide standardized tests. ¨ Teachers rarely use multiple and varied assessments to monitor student learning. ¨ Teachers and administrators are not yet provided with access to professional learning opportunities to enhance their skills for collecting, analyzing, and interpreting students learning data. ¨ The faculty, administrators, students, and school stakeholders are just beginning to build a school culture in which all understand and agree that digital learner data are used to inform professional instructional decisions, not for automated instructional decisions based solely on quantitative results.

¨ The faculty, administrators, students, and school stakeholders are just beginning to build a school culture in which all understand and agree that measures of student learning growth are valued, instead of measures of student achievement. ¨ School administrators encourage the use of teacher-created assessments to measure student learning throughout the year, complimenting end-of-year statewide standardized tests. ¨ Teachers occasionally use multiple and varied assessments to monitor student learning.

¨ Some teachers and administrators are provided with occasional access to professional learning opportunities to enhance their skills for collecting, analyzing, and interpreting student learning data; the opportunities are large group sessions and are not available based upon the teachers’ level of knowledge. ¨ The faculty, administrators, students, and school stakeholders are in the middle of building a school culture in which all understand and agree that digital learner data are used to inform professional instructional decisions, not for automated instructional decisions based solely on quantitative results.

¨ The faculty, administrators, students, and school stakeholders are in the middle of building a school culture in which all understand and agree that measures of student learning growth are valued, instead of measures of student achievement. ¨ School administrators support and encourage the use of teacher-created assessments to measure student learning throughout the year, complimenting end-of- year statewide standardized tests. ¨ Teachers frequently use multiple and varied assessments to monitor student learning.

¨ All teachers and administrators are provided with at least annual access to high-quality professional learning opportunities to enhance their skills for collecting, analyzing, and interpreting student learning data; the opportunities are large group sessions and are not available based upon the teachers’ level of knowledge. ¨ A school culture exists in which faculty, administrators, students, and school stakeholders understand and agree that digital learner data are used to inform professional instructional decisions, not for automated instructional decisions based solely on quantitative results.

¨ A school culture exists in which faculty, administrators, students, and school stakeholders understand and agree that measures of student learning growth and valued, instead of measures of student achievement. ¨ School administrators prioritize, support, and encourage the use of effective teacher-created assessments to measure student learning throughout the year, complimenting end-of-year statewide standardized tests. ¨ Teachers consistently use multiple and varied assessments to monitor student learning.

¨ All teachers and administrators are provided with at least annual access to high-quality professional learning opportunities to enhance their skills for collecting, analyzing, and interpreting student learning data; the opportunities are available based upon the teachers’ level of knowledge (e.g. beginner, intermediate, or advanced). Evidence, Comments

25 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Appendix B. Scoring Sheet School Name _ _ Date Rubric Completed _ _ Names and/or numbers of school staff completing the rubric: School administrators: Jared Taylor _ _ School staff: _ _ Teachers: _ _ Other: _ _ Enter the identified ranking or “score” into the blank boxes beside each key element name, and calculate overall score (sum). Early = 1 Developing = 2 Advanced = 3 Target = 4 Leadership Score L1 Shared Vision L2 Personnel L3 Communication & Collaboration L4 Policy L5 Continuous Improvement L6 Procurement Overall Leadership Score Professional Learning Score P1 Professional Learning Focus P2 Professional Learning Format P3 Professional Learning Participation Overall Professional Learning Score Venture Academy 9/28/2016 Kevin Wasden Bonni Jones 11 1 2 4 3 2 3 15 1 1 2 4

26 SEPTEMBER 2016 © 2016 NC State University. All rights reserved. Content & Instruction Score C1 Educator Role C2 Student Centered Learning C3 Future Ready Learning Spaces C4 Technology Infrastructure & Devices C5 Data-Informed Instruction C6 Digital Citizenship Overall Content & Instruction Score Data & Assessment Score D1 Learner Profiles D2 Multiple & Varied Assessments D3 Data Use Culture Overall Data & Assessment Score Below, enter each main area’s overall score (e.g. Leadership = 15), and calculate your school’s overall rubric score (sum).

Digital Learning Progress Score Leadership Professional Learning Curriculum & Instruction Data & Assessment Overall DLP Rubric Score Our school’s overall rank on the North Carolina Digital Learning Progress Rubric for Schools is: (Circle one.) EARLY (0-18) DEVELOPING (19-36) ADVANCED (37-54) TARGET (55-72) 2 2 1 2 2 3 12 3 1 2 6 15 4 12 6 37

id ResponseID TimeStarted DateSubmitte FirstNamePriLastNamePrim TitlePrimaryP 16 91 # Karen Gipson Assessment D 10 85 # Karen Gipson Assessment D

OfficeNumbeExtensionifapMobileNumbEmailAddressCityPrimaryP StatePrimaryZIPPrimaryPo 801-393-390 202 530-227-932 kgipson@venMariott SlateUT 84404 801-393-390 202 530-227-932 kgipson@venMariott SlateUT 84404

Status SchoolDistric NCESDistrictINumberofschSchoolName SchoolNECSNSchoolStreetA Complete Venture Acad4900133 1 Venture Acad133 495 North 15 Complete Venture Acad4900133 1 Venture Acad133 495 North 15

SchoolSuiteOSchoolCity SchoolState SchoolZip SchoolCountySchoolType SchoolCatego #NULL! Mariott SlateUT 84404 Weber Charter Scho High School #NULL! Mariott SlateUT 84404 Weber Charter Scho Combined Sc

PreK KindergartenFirstGrade SecondGradeThirdGrade FourthGrade FifthGrade hool (e.g., K-1Kindergarten1st 2nd 3rd 4th 5th

SixthGrade SeventhGradEighthGrade NinthGrade TenthGrade EleventhGradTwelvethGra 9th 10th 11th 12th 6th 7th 8th

TwelvethBey NumberofStuNumberofTea InstructionalSHaveAWiFi WirelessAcceAPInstalled 12+ (Program 297 19.00 21.0 Yes 13 No 482 23.00 27.0 Yes 11 No

NewCableDroNewSwitchPoWireless802. Wireless802. Wireless802. Wireless802. Wireless802. 11 11 802.11a 802.11b 802.11g 802.11n 802.11ac 13 13 802.11a 802.11b 802.11g 802.11n 802.11ac

DominantVen DominantVen ControllerEnvAgeWirelessG TeacherAdm WiredDomin WiredDomin Xirrus Cloud-Based 1 year old Yes HP Xirrus Cloud-Based 3 years old Yes HP

SwithchVendNumberSwitcAverageAgeoPredominateTypeofFirewaContentFilterHardwa reBas HP 3 2 years old Cat 5e Pfsense iBoss Hardware-Ba Cisco 8 4 years or oldCat 5e Pfsense iBoss Hardware-Ba

SoftwareFilteDeployedMo StudentWindTeacherWindStudentWindTeacherWindStudentMacD sed On a cart for 63 23 25 2 0 sed On a cart for 54 37 0 2 0

TeacherMacD StudentMacLTeacherMacLStudentGoogTeacherGoogStudentWindTeacherWind 1 0 0 200 2 0 0 1 0 3 88 0 0 0

StudentAndr TeacherAndr StudentAppleTeacherAppleStudentOthe TeacherOtheMDMSolutio 0 0 0 0 20 0 No 0 0 0 7 51 0 No

MDMSingleS MDMMultipl OwnDigitalCoOwnDigitalContent_Other None None

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