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 K

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 Goals 1,2,

 one hour sessions after school. and 3

August 19th, 2016 Teacher participants will take a Goals 1,2,

perception survey evaluating their and 3
knowledge and comfort level using the
CC Pensieve, Ipads for recording, and
Storyline Online, Tumblebooks, and
Raz-Kids for finding online reading
materials.

August 22nd, 23rd, 8:00 a.m. - Show PowerPoint presentation slides

24th, 25th, 26th, 29th 8:45 a.m. on how to access CC Pensieve and Goal 1
login. Address login questions.

8:45 a.m. - Teachers will become familiar with the

10:45 a.m. 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. - This is another step-by-step and Goal 2

11:45 a.m. 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. - Lunch

12:45p.m.
Timeline Activity Goal

1:00 p.m. - The teacher facilitator of this session Goal 3

2:30 p.m. will lead the participants in mastering
finding appropriate Listen to Reading
material for students using Storyline
Online, Tumblebooks, and Raz-Kids.

September 19th, 2016 Teacher facilitators will use a checklist to Goals 1, 2,

evaluate their grade levels CC Pensieves and 3
for each of the following elements:
Logging in
Adding students
Selecting strategies
Strategy group data
Individual conferring data

September 19th, 2016 Teachers will complete a post training Goals 1, 2,

perception survey to evaluate their and 3
acquired level of knowledge and comfort
in using the CC Pensieve, Ipads, and
online resources for the Daily 5.
Evaluation Plan
Evaluation Goal
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.
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.
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.
Methods
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
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 will complete a pre-
and post-survey that assesses
their knowledge of Storyline
Online, Tumblebooks, and
Raz-Kids and how to
successfully integrate them
into Daily 5.
Results or Analysis
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.
Teachers missing more than 5
students or missing both files
on their iPad will receive
additional training from the
teacher facilitator.
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 1 $799.00 $799.00

Subscription to Raz-Kids 27 $94.95 $2,563.65

Teacher Facilitators (4 Hours of 6 $100.00 $600.00

Planning)

Copies of Meeting Resources (Print n/a No additional n/a

Shop) cost

Facility (School) n/a No additional n/a

cost

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 every day. 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

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http://www.amazon.com/roocase-iPad-Air-Case-Convertible/dp/B00O3MI65C

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http://www.tumblebooklibrary.com/Pricing.aspx

UHR. (n.d.). Writing S.M.A.R.T. Goals. Employee Development. Retrieved from

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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 2 3 4 Very Comfortable

Can you do a voice recording and play it back after saving it on an iPad?

Not comfortable 1 2 3 4 Very Comfortable

Can you use CC Pensieve on the iPad?

Not comfortable 1 2 3 4 Very Comfortable

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

Not comfortable 1 2 3 4 Very Comfortable

Can you find resources for students to use on Online, Raz-Kids, and/or TumbleBooks?

Not comfortable 1 2 3 4 Very Comfortable

Are you familiar with using Storyline Online, Raz-Kids, and/or TumbleBooks?

Not comfortable 1 2 3 4 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 No evidence Partial evidence Evidence of use

present present with Fidelity

Logging In

Adding Students

Selected Strategies

Strategy group data

Individual conferring data

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 Name of File

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

iPad ______________________.
(signature of teacher facilitator)