American Preparatory Academy Cohort 10 (2026-2030)
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Accelerated Math Via Individualized Learning (AMVIL)
Our program is focused on differentiated instruction for below-grade-level students in secondary math. Our approach utilizes a tablet-based curriculum that accelerates the student through individualized lessons and mastery assessments. Video lessons and sample problem sets are available to students in class and online. Students, parents, and teachers engage in personal goal setting with technology to enhance student motivation and achievement. Data collection and reporting is conducted using LMS systems, including Canvas.
The long-term goal of the program is to dramatically increase the number of students that are performing at college-readiness levels on the ACT.
The long-term goal of the program is to dramatically increase the number of students that are performing at college-readiness levels on the ACT.
#Accelerated Math Via Individualized Learning (AMVIL)
At-A-Glance
5,357
Enrollment
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
Mathematics
21st CENTURY SKILLS
Self-direction/Self-efficacy
Collaboration
Communication
Social Emotional Learning/Growth Mindset
Critical Thinking or Problem Solving
TECHNOLOGY
Desktops (labs)
Laptops
Tablets/iPads
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
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For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
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| American Preparatory Ac... |
American Preparatory Academy - Accelerated School
Grade-Level:
K12
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum i
ntegration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
We utilize the iPads to facilitate specific teaching for each student in math. They get targeted lessons and then complete targeted work in math so help them accelerate and get caught up with their peers. We will be using the scantron technology to help alleviate grading work on teachers, help students get their scores more quickly and help students practice testing formats they will likely see on standardized tests.
| American Preparatory Ac... |
American Preparatory Academy - Draper #1
Grade-Level:
Elementary
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum i
ntegration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.| American Preparatory Ac... |
American Preparatory Academy - Draper #2
Grade-Level:
Elementary
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum i
ntegration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
We are utilizing the designated tools outlined in our plan. In particular my area of focus has been around implementing the purchased technologies into the classrooms. This includes the use of mobile computer carts, and training the teachers and students on how to best utilize the new technology tools. This also includes working with the departments to review collected data on the use of these technologies.
| American Preparatory Ac... |
American Preparatory Academy - Draper #3
Grade-Level:
High School
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum i
ntegration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
Instructional services for math curriculum development
Computer labs to increase technology availability
Scantron equipment to increase teacher efficiency and teaching time.
| American Preparatory Ac... |
American Preparatory Academy - Salem
Grade-Level:
Middle School
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum i
ntegration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.| American Preparatory Ac... |
American Preparatory Academy - The School for New Americans
Grade-Level:
Middle School
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum i
ntegration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
We have been using the money to purchase computer labs, scantron machines, iPads for the math accelerator program, SIS (Alma), and training teachers for the use of electronic interface.
Data-Informed Continuous Improvement in Academics
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework
(see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
#Data-Informed Continuous Improvement in Academics
At-A-Glance
$ 310,629
Funds FY 2021
$ 316,768
Funds FY 2022
$ 150,061
Funds FY 2023
$ 304,578
Funds FY 2024
$ 251,641
Funds FY 2025
5,357
Enrollment
5,357
Students Impacted
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
English Language Arts
Reading
Mathematics
21st CENTURY SKILLS
TECHNOLOGY
Audio Enhancements
Laptops
Tablets/iPads
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
Add LEA Dashboard Report
To get a report (or reports) summarizing survey data for a school, click on the name of the school.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
For directions on how to add or delete a school from this list, scroll to the bottom of the screen.
| American Preparatory Ac... |
American Preparatory Academy - Accelerated School
Grade-Level:
K12
Focus of Grant:
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework (see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
Implementation of Grant in this School:
We utilize the iPads to facilitate specific teaching for each student in math. They get targeted lessons and then complete targeted work in math so help them accelerate and get caught up with their peers. We will be using the scantron technology to help alleviate grading work on teachers, help students get their scores more quickly and help students practice testing formats they will likely see on standardized tests.
| American Preparatory Ac... |
American Preparatory Academy - Draper #1
Grade-Level:
Elementary
Focus of Grant:
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework (see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
| American Preparatory Ac... |
American Preparatory Academy - Draper #2
Grade-Level:
Elementary
Focus of Grant:
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework (see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
Implementation of Grant in this School:
We are utilizing the designated tools outlined in our plan. In particular my area of focus has been around implementing the purchased technologies into the classrooms. This includes the use of mobile computer carts, and training the teachers and students on how to best utilize the new technology tools. This also includes working with the departments to review collected data on the use of these technologies.
| American Preparatory Ac... |
American Preparatory Academy - Draper #3
Grade-Level:
High School
Focus of Grant:
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework (see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
Implementation of Grant in this School:
Instructional services for math curriculum development
Computer labs to increase technology availability
Scantron equipment to increase teacher efficiency and teaching time.
| American Preparatory Ac... |
American Preparatory Academy - Salem
Grade-Level:
Middle School
Focus of Grant:
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework (see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
| American Preparatory Ac... |
American Preparatory Academy - The School for New Americans
Grade-Level:
Middle School
Focus of Grant:
At American Prep, we appreciate the guiding principles contained in Utah’s Master Plan (p.5). We also believe that “Technology supports, not supplants, excellent teaching” and “Changes to processes require thoughtful planning and preparation to maximize success.” We have worked together with our stakeholders to determine the best course in maximizing the impact of the DTL grant in our schools. Our plan aligns with Utah’s vision to “provide systemic support for student engagement and classroom innovation” as well as “Provide access (teacher, student and home) to ...learning management support structures, [and] collaboration systems.”
Our continuous improvement journey at American Prep utilizes technology within these Frameworks:
1) Strengthening our Data Governance Framework (see Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Boudett, et al., School Leader’s Guide to Root Cause Analysis: Using Data to Dissolve Problems by Paul G. Preuss, and https://www.campusintelligence.com/2019/03/26/creating-a-data-governance-
framework-for-continuous-improvement/).
American Prep has always prioritized data-informed iterations for continuous improvement at the individual student, classroom, department, school, and district levels. However, accessing, analyzing, sharing, and collaborating on that data is greatly impeded without the technological infrastructure available through robust SIS systems. As we implement Alma and Skyward, teachers and administrators will be able to monitor student achievement, behavior, attendance, homework completion, and other relevant data much earlier. As a result, they will be able to identify and address potential needs much sooner, be they with an individual secondary student whose performance has unexpectedly slipped across multiple classes, a new teacher whose students are not achieving mastery on imbedded assessments, a particular lesson plan that is not effective as evidenced by student scores district-wide, etc.
Updating our learning management support structure with these SIS systems, and training our staff how to utilize these tools, will provide us the information we need to better identify, and therefore target, the specific needs of our students, our staff, and curriculum, and our instructional delivery. Utilizing the report generation tools within these systems will enable us to collaborate more effectively on how to best address those needs with our parents and students at the individual level, and within our PLCs at the grade, department, school, and district levels.
These activities are expected to increase teacher effectiveness, resulting in increased content mastery, leading to student promotion in the elementary grade levels with an average 85% of our K-4 students who remain with us 3 consecutive years of 3 year’s growth of reading and 80% of these K-4 students achieving an average of 3 year’s growth in math. For our higher grades in the secondary level by the end of 2025, we will increase the average percentage of secondary students (7th-12th grades) achieving C grades or higher in Math and Language Arts from respective baselines of 78.8% and 73.6% to 80% and 75% by 2025.
2) Extending, enhancing, and engaging our students per the Triple-E Framework (see https://www.tripleeframework.com/
framework-models.html).
Extend: The unexpected move to remote learning resulted in volumes of online instructional video and other content created by our teaching staff, and delivered via our newly adopted LMS systems, which integrate seamlessly with Alma and Skyward in order to provide “on-demand, 24/7 learning” for our students.
Enhance: This area would particularly benefit if we are able to fund additional audio/visual and computing capabilities within our classrooms. These tools would expand scaffolding opportunities for teachers to adapt instructional techniques to move students toward stronger understanding.
Engage: Providing SIS/LMS tools streamline delivery of content, assignments, and grades, thereby removing barriers to communication and allowing students to focus on the learning tasks with less distraction. Providing a means for them to collaborate on assignments and receive timely feedback, motivates them to become active learners. Students are further engaged through instructional tools that activate multiple senses.
These activities are expected to increase student involvement in their educational experience, resulting in increased content mastery, and leading to student promotion in the elementary grade levels and higher grades in the secondary level.
Implementation Plan: Our DTL Program Manager has been with American Prep for 9 years, worked at multiple campuses, and become familiar with our Elementary and Secondary academic programs, as well as our DTL initiatives. She has a proven record of successful project management, and will be responsible for the implementation, associated trainings, data collection and analysis, State reporting, budget management, and all other aspects of our DTL program. She will work closely with Alma and Skyward specialists, School-level administrators, and members of the DTL Committee in order to be successful in her responsibilities.
Implementation of Grant in this School:
We have been using the money to purchase computer labs, scantron machines, iPads for the math accelerator program, SIS (Alma), and training teachers for the use of electronic interface.
Advancing Student Learning and Teacher Growth Through Technology and Professional Development
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curr
iculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curr
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
#Advancing Student Learning and Teacher Growth Through Technology and Professional Development
At-A-Glance
$ 200,535
Funds FY 2026
5,357
Enrollment
5300
Students Impacted
Suburban
Demographic
Wasatch Front South
Region
ACADEMIC FOCUS
21st CENTURY SKILLS
TECHNOLOGY
Outcomes
The district established long-term outcomes and then strategized to establish intermediate and direct outcomes that would, over time, lead to the accomplishment of the long-term. The relationship between direct, intermediate, and long-term outcomes is research based.
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| American Preparatory Ac... |
American Preparatory Academy - Accelerated School
Grade-Level:
K12
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
We utilize the iPads to facilitate specific teaching for each student in math. They get targeted lessons and then complete targeted work in math so help them accelerate and get caught up with their peers. We will be using the scantron technology to help alleviate grading work on teachers, help students get their scores more quickly and help students practice testing formats they will likely see on standardized tests.
| American Preparatory Ac... |
American Preparatory Academy - Draper #1
Grade-Level:
Elementary
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
| American Preparatory Ac... |
American Preparatory Academy - Draper #2
Grade-Level:
Elementary
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
We are utilizing the designated tools outlined in our plan. In particular my area of focus has been around implementing the purchased technologies into the classrooms. This includes the use of mobile computer carts, and training the teachers and students on how to best utilize the new technology tools. This also includes working with the departments to review collected data on the use of these technologies.
| American Preparatory Ac... |
American Preparatory Academy - Draper #3
Grade-Level:
High School
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
Instructional services for math curriculum development
Computer labs to increase technology availability
Scantron equipment to increase teacher efficiency and teaching time.
| American Preparatory Ac... |
American Preparatory Academy - Salem
Grade-Level:
Middle School
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
| American Preparatory Ac... |
American Preparatory Academy - The School for New Americans
Grade-Level:
Middle School
Focus of Grant:
The school is investing in key technologies and professional learning initiatives to strengthen academic tracking, resource access, and student engagement. A robust School Information System (SIS) and Learning Management System (LMS)—including Skyward, Alma, and Google Classroom—supports data-driven instruction, communication, and collaboration among teachers, students, and parents. These systems enable monitoring of student achievement, attendance, and behavior, while also personalizing learning and professional development. Training and support are provided for staff, students, and families to maximize impact.
The Library Management System (Alexandria Software) modernizes access to books, textbooks, and supplemental resources, fostering a stronger culture of reading, research, and curriculum integration. Teachers benefit from centralized resource management, while students gain expanded opportunities to explore diverse materials.
Mobile Student Computer Carts expand flexible access to digital content, empowering students to collaborate, research, and personalize their learning experiences. This initiative also supports teachers in creating active learning spaces and integrating technology effectively into instruction.
Professional growth is further strengthened through ongoing teacher training and certification programs. These include the American Prep Teacher’s Institute, pre-service training, professional development seminars, coaching, performance evaluations, and targeted programs like LETRS for early literacy, STEM endorsements, and APPEL for alternate licensure pathways. Educational Support Programs (ESPs) provide funding and resources for additional staff training needs.
Together, these initiatives integrate technology with professional learning, ensuring teachers are equipped to deliver personalized, data-driven instruction while students gain the tools and skills needed for academic success and lifelong learning.
Implementation of Grant in this School:
We have been using the money to purchase computer labs, scantron machines, iPads for the math accelerator program, SIS (Alma), and training teachers for the use of electronic interface.
