Tooele School District details K–2 Chromebook use, coaching model and early usage data

Tooele School District EdTech staff presented an overview of K–2 device use and an instructional coaching model during a work session, saying touchscreen Chromebooks are intentionally assigned to kindergarten students and follow them through fourth grade to align with a typical device lifecycle of four to five years.

Esther (EdTech staff) said touchscreen Chromebooks remain in classroom carts for younger grades and that teachers decide whether devices go home with students. "We encourage our teachers to use the mic in the classroom," Esther said while introducing the presentation, adding that touchscreen devices work well for early learners because they mirror the touch interfaces students already use at home.

Hillary (EdTech presenter) described curriculum expectations for K–2 technology instruction and said kindergarten standards focus on foundational device literacy and simple computational thinking. "By the time they're in first grade, our first grade students build upon the kindergarten foundations by focusing on intermediate device operations," Hillary said, outlining keyboarding, navigation and introductory programming concepts expected across grades K–2.

Presenters said the district implemented Clever Badges—unique QR codes that let young students sign in quickly—to reduce login time. The district also follows a device rotation and end‑of‑life process: seniors may purchase old Chromebooks (presenters said seniors pay about $40), loaner devices are kept for repairs, and devices that remain are sold to a recycler for roughly $30 per unit, with proceeds returned to the rotation fund.

EdTech staff presented early usage data through Oct. 15 showing Lexia as the most‑used instructional program in K–2, with math and science programs following. "Our students are engaged in high quality software for up to 50 minutes, 4 days a week," Esther said when summarizing program usage and observed averages. The presenters and members of the board and public repeatedly emphasized the wide variation across classrooms: the district’s estimate of 30–50 minutes per day is an average that comes from a mix of automated usage data and teacher feedback.

Multiple participants, including a substitute teacher identified as Emily, described classroom management realities that can limit consistent usage for students who need it most. Emily said substitute observations often show some students avoiding work and others advancing quickly: "I can't sit by everyone," she said, describing how teachers must balance group instruction with device time.

To address variability, EdTech staff described a coaching and residency model launched last year that focuses on teacher‑centered, in‑classroom support and targeted professional learning opportunities. "Our EdTech coaching model is specifically designed to maximize its impact on student learning while directly supporting TCSD strategic model goals," Lisa (EdTech staff) said, noting the team’s goal of visiting every classroom and meeting teachers where they are.

Presenters acknowledged capacity limits: the EdTech team is small relative to district size (presenters said they serve many schools), prompting questions from board members about how the district will scale coaching. The team pointed to partnerships with school administrators, scheduled residency months at specific schools and comparisons to other districts that employ an instructional coach at every school as models for expansion.

Board members and the public asked for access to the data and qualitative feedback the team referenced; presenters said they can share both use reports and teacher coaching feedback upon request. The presenters repeatedly framed technology as a tool to "enhance, not supplant" core instruction and said they use evaluation frameworks (for example, substitution–augmentation–modification–redefinition and Triple E) when coaching teachers on tool selection.

The presentation closed with a short video of teachers and students describing device use, and district staff reiterated a willingness to share more detailed usage and quality‑of‑instruction data.