Daily 5 Technologies

Grant Proposal
Manda Cawthon
Cindy Dixon
Victorie Penn
Sarah Phillips
FRIT 7232

Abstract
Smith Elementary School is located in the city of Smithfield in Monroe County, Georgia.
As the school is embarking on an initiative to integrate technology into the curriculum and
support teachers instructional strategies to support teaching literacy, a survey was conducted to
assess the need for professional development that would enhance teaching strategies, technology,
and resources for literacy. Fifty-three teachers responded to the survey (Appendices A and B).
The survey results clearly indicated that professional development and support for teaching the
Daily 5 would progress literacy instruction. Even though teachers have implemented the Daily 5
in their classrooms, the survey results indicate that they see the need to become better users of
the technology that supports it, thus strengthening learning strategies and the framework of The
Daily 5 instruction. The goal of this professional development proposal is to train and support
teachers in the technologies that support the Daily 5. The acquisition of ipads is an integral part
of this grant. With personal iPads in their classrooms, teachers can access the CC Pensieve,
which is vital to using the application for guided reading and individual conferring data entry.
Twenty-seven elementary teachers from all grade levels will participate in a one day training to
be led by six teacher facilitators who have been trained in the following; use of the CC Pensieve,
use of iPads for recording and listening, use of subscriptions to Listen to Reading material for
students using Storyline Online, Tumblebooks, and Raz-Kids. The projected outcome is that the
teacher participants will after one day of training and one month of usage in classrooms be
effective users of these technologies that support The Daily 5.

Proposal
Demonstrated Need
Elementary teachers at Smith Elementary School were surveyed about professional
development needs. The survey, completed online by fifty-three teachers, indicated that 58.5 %
of surveyed teachers felt that professional development in Daily 5 would enhance their skills as
teachers (Appendix A). The survey results also indicated that 66% of teachers felt that additional
professional development and/or support for Daily 5 would be beneficial (Appendix B). In
addition, the survey indicated that 15.1% of teachers surveyed feel there is a need for
professional development in technology integration in the classroom.
The Daily 5 is a program used by elementary teachers to structure literacy learning in the
classroom. The five components are read to self, work on writing, word work, listening to
reading, and read to someone. The results of the survey have led instructional leaders at Smith
Elementary School to the conclusion that integrating technology into the Daily 5 routine would
improve teacher efficacy and also improve student literacy skills. The technologies identified to
integrate into the Daily 5 framework are iPads, CC Pensieve, QuickVoice Recorder,
Tumblebooks, Storyline Online, and Raz-Kids. CC Pensieve is a data keeper specifically
designed for Daily 5. QuickVoice Recorder is an app that would allow students to record and
listen to themselves reading. Storyline Online and Tumblebooks are online resources that
provide opportunities for students to listen to stories.

Raz-Kids is an online resource that allows students to listen to books, read books, record
themselves reading, and take comprehension quizzes. This resource also provides data for the
teachers tracking student progress.

Goals and Objectives

In order to support and enhance the Daily 5 framework, which supports the structuring of the
teaching of literacy while improving teacher efficacy in the use of the technologies, the
following goals for technology integration have been set.
1. After 2 hours of training, teachers will effectively use CC Pensieve on an iPad as a data
keeper for reading strategy groups. Effective use includes how to login, add students,
select strategies, and record group and individual reading data.
2. After 1 hour of training, teachers will demonstrate how to successfully teach students to
use the iPads for recording a story, playing the story back, and saving the story for other
classmates to listen to.
3. After 1.5 hours of training, teachers will find appropriate listen to reading material for
students using Storyline Online, Tumblebooks, and Raz-Kids, creating a list of at least
three resources from each site.

Plan of Operation
The participants of this professional development will take a pre-survey to evaluate their
knowledge and comfort level in using the CC Pensieve, iPads, and online resources for the Daily
5. These survey results will give the teacher facilitators of the trainings an overview of the
participants needs. The teacher facilitators will be trained in one-hour sessions after school the
week preceding (August 15-19, 2016) the training for the rest of the teachers. On August 22nd,
2016, the first professional development day will be held in the schools media center.
Teachers will be trained in grade-level groups in order to make the training more
grade-level specific and allow for collaboration and sharing of best practices within grade levels.
The one-day professional development for each grade level will be lead by a teacher facilitator
from that grade-level who has been identified as an advanced user of CC Pensieve, Ipads, and supporting
websites. In order to facilitate classroom coverage and substitute teacher needs, each grade level will be
trained separately on the following dates:
Date

Grade Level

August 22nd, 2016

August 23rd, 2016

1st

August 24th,2016

2nd

August 25th, 2016

3rd

August 26th, 2016

4th

August 29th, 2016

5th

Each one-day training will be divided into three sessions.

Session 1
The first 45 minute session of Professional Development will begin with a whole group
demonstration of how to access CC Pensieve, login, and address login questions.
Session 2
The second session is a two hour hands-on session in which teachers will be guided through the
process of adding students, selecting strategies to use with students, recording data, and data
keeping until they are comfortable with the process and able to complete the steps in the tasks as
observed with a checklist (Appendix D).
Session 3
This session which will last one hour will be a guided session in the step-by-step process of
recording students with the QuickVoice Recorder app on the iPads. The teachers will download
it and go through the steps of recording, renaming the file, and playing it back. They will then
have to describe, to a partner, the steps used with the QuickVoice Recorder in order to practice
and build confidence before using the app with their students.
Session 4
The final session of the day will be a hands-on work session in which teachers will be guided
through the process of searching for and identifying appropriate Listen to Reading material for
students using Storyline Online, Tumblebooks, and Raz-Kids. Teachers will create a list of at
least three resources from each site.
On September 19th, 2016, teacher facilitators will use a checklist to evaluate their grade
levels CC Pensieves for each of the following elements:
Logging in
Adding students
Selecting strategies
Strategy group data
Individual conferring data
Teachers will also take a post training perception survey to evaluate their acquired level of
knowledge and comfort in using the CC Pensieve, ipads, and online resources for the Daily 5.

Timeline of Professional Development

Timeline

Activity

Goal

August 16th-19th

Teacher facilitators will be trained in

one hour sessions after school.

Goals 1,2,
and 3

August 19th, 2016

Teacher participants will take a

perception survey evaluating their
knowledge and comfort level using the
CC Pensieve, Ipads for recording, and
Storyline Online, Tumblebooks, and
Raz-Kids for finding online reading
materials.

Goals 1,2,
and 3

August 22nd, 23rd,

24th, 25th, 26th, 29th

8:00 a.m. 8:45 a.m.

Show PowerPoint presentation slides

on how to access CC Pensieve and
login. Address login questions.

8:45 a.m.
-10:45 a.m.

Teachers will become familiar with the

CC Pensieve on the iPads. This will be
a hands-on approach as teachers are
guided through the logging on, adding
students, selecting the strategies to
use, recording data, and data keeping.
This session will go step-by-step for all
teachers as they are taught the
process.

10:45 a.m. 11:45 a.m.

This is another step-by-step and

hands-on session. Listening and
reading are both integral parts of Daily
5. Teachers will be using QuickVoice
Recorder app on the iPads. They will
download it and go through the steps
of recording, renaming the file, and
playing it back. They will then have to
describe, to a partner, how to do this
to practice teaching their students how
to do this when they return to their
classrooms.

11:45 a.m.
-12:45p.m.

Lunch

Goal 1

Goal 2

Timeline

Activity

Goal

The teacher facilitator of this session

will lead the participants in mastering
finding appropriate Listen to Reading
material for students using Storyline
Online, Tumblebooks, and Raz-Kids.

Goal 3

September 19th, 2016

Teacher facilitators will use a checklist to

evaluate their grade levels CC Pensieves
for each of the following elements:
Logging in
Adding students
Selecting strategies
Strategy group data
Individual conferring data

Goals 1, 2,
and 3

September 19th, 2016

Teachers will complete a post training

perception survey to evaluate their
acquired level of knowledge and comfort
in using the CC Pensieve, ipads, and
online resources for the Daily 5.

Goals 1, 2,
and 3

1:00 p.m. 2:30 p.m.

Evaluation Plan

Evaluation Goal

Methods

Results or Analysis

After 2 hours of training,

teachers will effectively use
CC Pensieve on an iPad as a
data keeper for reading
strategy groups. Effective use
includes how to login, add
students, select strategies, and
record group and individual
reading data.

In 4 weeks, teacher
facilitators will use an
observation checklist for their
grade levels CC Pensieves to
see if all of these elements
exist for their teammates:
Logging in
Adding students
Selecting strategies
Strategy group data
Individual conferring
data

Teachers showing of the

elements or less will need to
work with teacher facilitator
to ensure that all facets of the
CC Pensieve are
implemented with fidelity.

After 1 hour of training,

teachers will demonstrate
how to successfully teach
students to use the iPads for
recording a story, playing the
story back, and saving the
story for other classmates to
listen to.

In 4 weeks, teachers will turn

in a list to their teacher
facilitator that includes each
students name, the story they
recorded, and the file name.
The teacher facilitator will
spot check the iPads to see if
2 files from each teammates
list are on their iPad.

Teachers missing more than 5

students or missing both files
on their iPad will receive
additional training from the
teacher facilitator.

After 1.5 hours of training,

teachers will find appropriate
listen to reading material for
students using Storyline
Online, Tumblebooks, and
Raz-Kids, creating a list of at
least three resources from
each site.

Teachers will complete a preand post-survey that assesses

their knowledge of Storyline
Online, Tumblebooks, and
Raz-Kids and how to
successfully integrate them
into Daily 5.

If the post-assessment
indicates that teachers were
unable to find 3 resources
from each of the websites, the
teacher facilitator will meet
with their team for redelivery.

The objective of Smith Elementary School is to provide training on the technologies that
support the Daily 5 instruction using onsite training to support instructional staff in strengthening
integration of technology to support structuring of the teaching of literacy and therefore,
improving teacher efficacy and supporting the structure of teaching literacy skills.
After the professional learning, the teacher evaluators will evaluate the use of the Daily 5
technologies and the instructional staff will be able to incorporate use of CC Pensieve, iPads, and
supporting websites for online reading into their lessons on a regular basis.
In order to learn and perform the desired goals, the participants will need to gain the
perception and understanding that using the knowledge, skills, and resources acquired from the
Technologies to Support the Daily 5 Professional Learning will increase their efficacy and use of
the technologies and strengthen the teaching of literacy. A perception survey (Appendix C), to be
used before and after the professional development, will be given before the professional
learning to provide a glimpse of the learners perception and knowledge level toward the use and
integration of Storyline Online, Tumblebooks, and Raz-Kids into Daily 5 to compare to the
survey results one month after the professional development. A survey (Appendix C) will be
used before and after the professional development. Additionally, one month after the
professional development, the faculty facilitators of the professional development will use a
checklist (Appendix D) to evaluate each participant's use and efficiency in using the CC
Pensieve

as a data keeper for reading strategy groups. Also, one month after training, teacher participants
will submit a list of students names, the story each recorded on the iPad, and the file name. The
teacher facilitator will spot check the iPads to see if two files from each teachers list are on
his/her iPad and sign off on the participant's list. Effective use includes how to login, add
students, select strategies, and record group and individual reading data. This evaluation will
allow the faculty facilitators to observe the results and impact of the training.

Budget
Item/Service

Quantity

Cost

Total Cost

Substitute Teachers

27

$100.00

$2,700.00

iPads

27

$499.00

$13,473.00

RooCASE for iPads

27

$18.23

$492.21

Subscription to CC Pensieve

27

$39.00

$1,053.00

Subscription to Tumblebooks

$799.00

$799.00

Subscription to Raz-Kids

27

$94.95

$2,563.65

Teacher Facilitators (4 Hours of

Planning)

$100.00

$600.00

Copies of Meeting Resources (Print

Shop)

n/a

No additional
cost

n/a

Facility (School)

n/a

No additional
cost

n/a

Total Amount Requested $21,680.86

There are 27 teachers from kindergarten to 5th grade, each needing a substitute teacher
for their date of training on Daily 5 technologies. It is imperative for teachers to feel that their
students are being adequately taken care of without having to split their classes or delve into
school support staff for coverage so that they may fully focus on their required tasks. This item is
$100.00 per day based on information from Screven Countys Human Resources Department,
costing $2,700.00.
iPads are the largest and most important piece of this budget proposal, totaling
$13,473.00. Without a personal iPad in their classrooms, teachers would be unable to access the
CC Pensieve, which is vital to the teachers responsibility to use the app for guided reading and
individual conferring data entry. Additionally, teachers will use the iPads to record students
reading, therefore they will need access to the same iPad each day. Each iPad sells for $499.00
according to Apples latest figures. Alongside the iPads, RooCASEs will need to be purchased at
the rate of $18.23 each from Amazon.com, totaling $492.21, to protect the iPads from any wear
and tear they could incur during use.
There are three subscriptions written in the budget- CC Pensieve, Tumblebooks, and
Raz-Kids. The school-wide rate for these items are $1053.00, $799.00, and $2,563.65,
respectively. The CC Pensieve is the cornerstone of the Daily 5 technology training. Teachers
will be required to keep their students reading records and transfer them to the next years
teacher using the app. This paperless approach will be useful for teachers, particularly at the
beginning of each year when not much is known yet about a students strengths and weaknesses

in reading. Tumblebooks and Raz-Kids will serve as materials for students to read independently
during read to self and listen to reading, two of the five elements in the Daily 5, which students
must complete everyday. These read-aloud eBook suites will provide the teacher time to lead his
or her strategy group and complete individual conferencing.

Six teacher facilitators will help lead the professional development and serve as
grade-level representatives should questions arise after implementation. $600.00 will be needed
to cover the cost of training, which will take place after school for 1 hour, meeting four times all
together. The teacher facilitators will be paid a stipend of $100.00 each for their training time.
The budget for our professional development grant proposal on Daily 5 technologies
totals $21,680.86.

References
Amazon.com, Inc. (n.d.). RooCASE iPad Air 2 Case. Retrieved March 14, 2016, from
http://www.amazon.com/roocase-iPad-Air-Case-Convertible/dp/B00O3MI65C
Apple, Inc. (n.d.). Compare iPad Models. Retrieved March 14, 2016, from
http://www.apple.com/ipad/compare/
Cafe Conferring Pensieve. (n.d.). How To Sign Up. Retrieved March 14, 2016, from
http://www.ccpensieve.com/membership.php
Cambium Learning. (n.d.). Place Your Order for ReadingA-Z.com. Retrieved March 14, 2016,
from https://accounts.learninga-z.com/accountsweb/sss/login.do
Clark, D. (2015, October 5). Kirkpatrick's Four Level Evaluation Model. Retrieved from
http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.html
Maryland State Department of Education. (n.d.). Maryland Teacher Professional Development
Planning Guide. Retrieved from
http://mdk12.org/share/pdf/MarylandTeacherProfessionalDevelopmentPlanningG
uide.pdf
Office of Migrant Education. (n.d.). Comprehensive Needs Assessment. 2001 New Directors
Orientation. Retrieved from
http://www2.ed.gov/admins/lead/account/compneedsassessment.pdf
Screven County Human Resources. (2016, March 16). Substitute Teacher Pay [Telephone
Interview].

TumbleBooks, Inc. (n.d.). TumbleBookLibrary Pricing. Retrieved March 14, 2016, from
http://www.tumblebooklibrary.com/Pricing.aspx
UHR. (n.d.). Writing S.M.A.R.T. Goals. Employee Development. Retrieved from
http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf
The University of Georgia. (n.d.). Scientifically-Based Research. Retrieved from
http://teacherquality.coe.uga.edu/wp-content/uploads/2012/07/scientifically_based_resear
ch.pdf
Winfrey, E. (n.d.). Kirkpatrick's Four Levels of Evaluation. Retrieved from
http://www.4cleanair.org/Kirkpatrick.pdf

Appendix A

Appendix B

Appendix C
Pre-Survey
Post-Survey
Survey Questions:
Can you record group and individual data on CC Pensieve for students?
Not comfortable 1

Very Comfortable

Can you do a voice recording and play it back after saving it on an iPad?
Not comfortable 1

Very Comfortable

Can you use CC Pensieve on the iPad?

Not comfortable 1

Very Comfortable

Can you login, add students, and select strategies on CC Pensieve?

Not comfortable 1

Very Comfortable

Can you find resources for students to use on Online, Raz-Kids, and/or TumbleBooks?
Not comfortable 1

Very Comfortable

Are you familiar with using Storyline Online, Raz-Kids, and/or TumbleBooks?
Not comfortable 1 2

Very Comfortable

Appendix D
Checklist for effective use of CC Pensieve accounts for participants administered by teacher
facilitators
Teacher Participant Name __________________ Teacher Facilitator Name _________________
Date _______________________
Evidence of Task
Logging In
Adding Students
Selected Strategies
Strategy group data
Individual conferring data

No evidence
present

Partial evidence
present

Evidence of use
with Fidelity

Appendix E
Format for list of students name, the story each recorded on the ipad, and the file name. The
teacher facilitator will spot check the iPads to see if 2 files from each teachers list are on his/her
iPad and sign off on the participant's list.
iPad Usage for Recorded Stories
Teacher Participant ___________________ Teacher Facilitator
Student Name

Name of Story

A minimum of 2 files from (name of teacher) list are on his/her

Name of File

iPad ______________________ .
(signature of teacher facilitator)

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following outline to format your work:
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Throughout your proposal use the 12-point Times New Roman font with double spacing and
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Abstract
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a description of the target population and a summary of the projects goals, activities, and
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Proposal Text
This section consists of three subsections: Demonstrated need, Goals and Objectives, Plan of
Operation.
Demonstrated need
A demonstrated need for the professional development you are proposing must be supported
through the collection of data through surveys, interviews, or focus groups. Describe the process
used to collect the data, summarize the data, and describe the professional development need
revealed through data analysis. Raw data must be included in an appendix of the proposal.
Goals and objectives
Present the goals and objectives that will be met with the proposed professional development.
The objectives must be measurable and directly related to the need identified for this assignment.

 Plan of operation
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Budget
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