DTTP



toc =The District Technology Training Plan for //Fairfax County Public Schools//= Fairfax County Public Schools is the eleventh largest school district in the United States. Our school district is diverse, home to 13% of Virginia students and staffed with approximately 23,000 staff members. The Fairfax County 2011 FY budget showed a $.2 million dollar reduction in funding from 2010-2012, (FCPS, 2011). The District technology profile provides an exact formula of the technologies available in each school, differentiating between elementary, middle and high schools. However, within that structure each classroom is housed with the following for the standard classroom: This formula stays within these parameters with minor differentiations through the differing academic levels. However, the special education and ESOL classrooms additionally should have: Fairfax County has been an innovative and committed leader in the state of Virginia of provisioning each school with the technological tools to meet the demands of the 21st century. The intent and purpose of this plan is not to address the acquisition of additional tools but to reflect on the tools provided. “With familiarity, anxieties and fears tend to decrease, and confidence increases. The amount of confidence a teacher possesses in using computers and related information technologies (often referred to as simply “technology”) may greatly influence his or her effective implementation of technology methods in the classroom”, (Woodrow, 1992). The needs of this training program are based on research and a sampling of surveys from a school staff of 94 teachers. This school is one of the largest elementary schools in Fairfax County. This school has the technological tools as stated in the County technology profile. This school, as do all schools in Fairfax County, has the capability of accessing technological programs available on the shared networks and on the County approved list. These programs and tools are determinate on the licenses available within each school. The needs of this plan are not the technology provided, but yet, the training and the tools available which are currently not used. This research is expressed, “Data from a 1995 national survey of school district technology budget allocations revealed that approximately 55% of technology money was being spent on hardware and 30% on software. Teacher education accounted for only 15%of the allocated funds, (U.S. Congress, 1995). Unfortunately, in reflecting on last year’s County technology plan this trend has not changed dramatically. As we consider focusing on teacher needs, our first step is to address the teacher profile. This profile will enable us as a group to gain insight in what the staff development and training needs are for our instructional staff teaching the students in this jurisdiction. The initial need base was to explore the instructional experience level of the staff as a whole. This baseline of research will enable our training to be differentiated initially on the instructional experience with or without technology as a consideration.
 * 1 mobile administration device
 * Easy accessibility to a black and white printer
 * Accessibility outside of the classroom to a color printer
 * 4 classroom PCs or laptops
 * Availability to a mobile cart (dependent upon grade level)
 * Network Access
 * 1 wireless interactive slate/panel
 * Access to a school computer lab
 * Sound system capable of amplification
 * Mini-Camcorders
 * Portable writing devices
 * 1 24-unit student response systems, (FCPS, 2011).

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">The demographics of teacher experience in this school are reflected in the graphic representation:



<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">(Kidz Zone, 2011).

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">“When first entering the classroom, teachers focus on themselves, concentrating on issues such as controlling student behavior. As they gain self confidence, they become better able to anticipate and solve problems, and gradually the focus shifts to their impact on students’ achievement and attitude”, (Judith Haymore Sandholtz). Although this is a significant factor to keep in consideration, the experienced and master level teachers enter a period of novice teaching when staff development and training is not targeted at their experiential level. As we contemplate the staff profile of our audience, we reflect on this profile as one of the factors and correlate the profile with the needs provided by the staff of teachers in the graphic representation below:

<span style="display: block; font-family: 'MS Reference Sans Serif',sans-serif; font-size: 12pt; text-align: center;">

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">(Survey Monkey, 2011).

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">The sampling of questions was sent to this staff to provide a basis for our needs and to determine the direction of our goals and objectives. Lastly, a section was provided in the staff survey for comments and/or technology wishes. This document is provided as an attachment. However, the overall comment was the need for training and the need for staff development are provided on the resources available.

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">As determined through the research and survey process, the culmination of targeted needs for technology staff development and training will be to:


 * <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">Provide staff development and training on the management of technology within the classroom and/or instructional environment to ensure successful student learning.
 * <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">Provide staff development and training on podcasts, wikis and the SMART Board.
 * <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">Provide quarterly and developmental staff development and training, as well as access to individualized support sessions as needed.

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">The technology staff development training goals and objectives will be:


 * 1) <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">1. Engage teachers and/or instructional staff in effective use of technology through connected and correlated content-based curriculum.
 * 2) <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">2. Provide teachers with access to the necessary tools needed to develop their technological skills and demonstrate their mastery.
 * 3) <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">3. Activate and present teachers with opportunities to make application of this knowledge within the classroom setting.
 * 4) <span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">4. Teachers and Instructional staff will use this knowledge to collect, collaborate and analyze data to guide their instruction.

<span style="font-family: 'MS Reference Sans Serif',sans-serif; font-size: 10pt;">The courses and workshops provided in this staff development design will be proposed in three segments which are targeted in a developmental approach. The courses will be offered in beginning, intermediate and experienced sessions. The experienced sessions will be limited to one workshop. The school-based technology specialist will teach the three segments or courses of the designed plan. The last segment of each series of courses will include a coaching element. The school-based technology specialist, the school-based instructional coach and the lead mentor will collaborate and assist with the implementation and management of the application of these courses within the classroom and the management of them. The coaching sessions will be ongoing until all goals are met. The course provided in this staff development will be targeted for an elementary school. However, this model could be easily transferred and application made to all academic levels, elementary through high school. Although the beginning, intermediate and experienced sessions will consist of teachers in kindergarten through fifth grade, the content-based curriculum will be the focus connecting the grade levels in a vertical approach to the standards. For example, the teachers will focus using this technology on the writing standard which developmentally progresses with each grade level. The standard strand is:

K.11 The student will write to communicate ideas.

<span style="font-family: 'Times New Roman',serif;">a) Draw pictures and/or use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

1.12 The student will write to communicate ideas.

a) Focus on one topic.

b) Use descriptive words when writing about people, places, things, and events.

c) Use complete sentences in final copies.

2.11 The student will write stories, letters, and simple explanations.

<span style="font-family: 'Times New Roman',serif;">a) Generate ideas before writing.

<span style="font-family: 'Times New Roman',serif;">b) Organize writing to include a beginning, middle, and end.

<span style="font-family: 'Times New Roman',serif;">c) Revise writing for clarity.

<span style="font-family: 'Times New Roman',serif;">d) Use available technology.

3.10 The student will write stories, letters, simple explanations, and short reports across all content areas.

<span style="font-family: 'Times New Roman',serif;">a) Use a variety of planning strategies.

<span style="font-family: 'Times New Roman',serif;">b) Organize information according to the type of writing.

<span style="font-family: 'Times New Roman',serif;">c) Identify the intended audience.

<span style="font-family: 'Times New Roman',serif;">d) Revise writing for specific vocabulary and information.

<span style="font-family: 'Times New Roman',serif;">e) Use available technology.

4.7 The student will write effective narratives, poems, and explanations.

<span style="font-family: 'Times New Roman',serif;">a) Focus on one aspect of a topic.

<span style="font-family: 'Times New Roman',serif;">b) Develop a plan for writing.

<span style="font-family: 'Times New Roman',serif;">c) Organize writing to convey a central idea.

<span style="font-family: 'Times New Roman',serif;">d) Write several related paragraphs on the same topic.

<span style="font-family: 'Times New Roman',serif;">e) Utilize elements of style, including word choice and sentence variation.

5.9 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure.

<span style="font-family: 'Times New Roman',serif;">a) Use plural possessives.

<span style="font-family: 'Times New Roman',serif;">b) Use adjective and adverb comparisons.

<span style="font-family: 'Times New Roman',serif;">c) Identify and use interjections.

<span style="font-family: 'Times New Roman',serif;">d) Use apostrophes in contractions and possessives.

<span style="font-family: 'Times New Roman',serif;">e) Use quotation marks with dialogue.

<span style="font-family: 'Times New Roman',serif;">f) Use commas to indicate interrupters and in the salutation and closing of a letter.

<span style="font-family: 'Times New Roman',serif;">g) Use a hyphen to divide words at the end of a line.

<span style="font-family: 'Times New Roman',serif;">h) Edit for clausal fragments, run-on sentences, and excessive coordination, (VDOE, 2008).

This building block approach will assist the school-based technology specialist in the preparation of two examples for each course or workshop, (primary and secondary). The courses will be designed in the following model:


 * Explore tools and create product.
 * Create Custom Model and Connect (create the podcast, SMART lesson, or wiki with a connection to a grade-level appropriate writing standard.
 * Application of product lesson in classroom with coaching and management application.

This series will be repeated for three-years and each year focus on an additional content-based standard: the first year will have a writing focus; the second year will have a reading focus and the third year with have a math focus. Each year data will be collected and analyzed to see if the approach with the integrated technology will prove an

The courses will be introduced in a fall and spring series. The series will consist of three workshops per technology topic. The course descriptions are as follows:


 * 1) 1. __The Podcast Play__ –This course will introduce the teacher to hands-on exploration of free online software which enables the teacher to create an audio or video file to enhance student writing. The end product of the course for the teacher will be the beginning of their own classroom radio show.
 * 2) 2. __The SMART Touch__-This course will introduce the tool of the SMART board, explore the SMART functions, the Notebook software and create content-based interactive writing lessons which could be easily exchanged and developed throughout the school year.
 * 3) 3. __The Wiki Wonder__-Come and explore free web-based software and create a wiki with your grade level team. Your end product will be a grade level wiki with collaborative web pages which will be edited by all team members throughout the school year of content-based activities and lessons with a writing focus of our content-based standards.

The two-week workshop which will be the focus on as an example with be the SMART Touch course. This course will be the intended model as all classrooms in Fairfax County Public Schools have had SMART boards or interactive slate boards installed within the past two years. This is an expensive piece of technology which is not being utilized in all classrooms. As part of the Fairfax County adopted professional series, the Marzano principles of instructional strategies will be applied in this course, (Robert J. Marzano, 2001).

Marzano defines his instructional strategies into nine principles which will be defined in this workshop.

The nine principles are 1) identifying similarities and differences, 2) summarizing and note taking, 3) reinforcing effort and providing recognition, 4) homework and practice, 5) nonlinguistic representations, 6) cooperative learning, 7) setting objectives and providing feedback, 8) generating and testing hypotheses and 9) cues, questions and advance organizers, (Robert J. Marzano, 2001).

There are a variety of resources and activities which will be created in this training program to assist teachers in gaining knowledge and understanding of the ease of integrating emerging technologies into instructional strategies. As we correlate the instructional strategy of the identifying similarities and differences there will be quick activities such as word sorts, using graphic organizers to create metaphors, analogies and label pictures and parts through exploring the SMART tools interactively with the pen and eraser. The summarizing and note taking session will incorporate many of the developmental steps of the writing standards with an integration of graphic organizers as the ease of defining story parts and defining and generating topics will be explored in this session. The homework and practice session will be explored through repetitive activities which will be introduced interactively on the SMART Board such as flash cards combined with games such as Jeopardy. These activities will be transferrable products which will be reinforced through homework and practice and sent home. The nonlinguistic representation principle will be explored through a variety of different make and take webs such as story webs using the tools and the gallery full of photographs and pictures. The cooperative learning strategy will be integrated into most lessons and examples, especially game playing. Setting objectives and providing feedback will occur in all lessons but will be most evident each time rubrics are explored. There will be a portion of the workshop dedicated to connecting rubrics to any lesson created through the use of the SMART tools. The remaining two principles will be integrated through group created webs within the workshop. The intent is that the teachers walk away from the training with knowledge, self-created materials and lessons and the intent that the product will make immediate transfer within the classrooms.

A few examples of these strategies which will be implemented into this workshop are as follows:

Displaying the first principle of identifying similarities and differences as well as generating and testing hypotheses. This is provided in this magnet lesson. This lesson could extend the writing standard by labeling the picture icons and label them. This is an appropriate activity for grades kindergarten through second grade:

Displaying the second principle of summarizing and note taking is a mapping lesson which focuses on a variety of skills such as reading, writing and mapping. This lesson applies the nonlinguistic representation principle, as well as cues, questions and advance organizers: This lesson and activity could be applied and edited for all grade levels 1-5.

The last two example lessons incorporate all of the principles. Although the ant project lesson is intended for the primary audience it may be used creatively and edited through all grade levels. The second lesson focuses on the five parts of the letter and is intended for first grade but could easily be modified for any grade:





The evaluation of success of this training program will be determined with three methods. The first technique will be an end of each course evaluator y survey such as:. The second method will be simple classroom observations by the school-based technology specialists and the instructional coach. Ultimately the success of the program will ultimately be determined by data collected in the successful progression of student’s writing levels quarterly. This dialogue of student’s quarterly progress will easily be implemented into the quarterly CASA (conversations around student achievement) that occur quarterly at each Fairfax County Public School.

However, implementing and integrating conversations regarding the integration of this technology will be a new and interesting dynamic to this conversation.

The vision and strategy of this district technology training plan is to influence our community of teachers to integrate the technological resources existing and to raise student learning in the process. The research and analysis will be collected and compared throughout the cluster divisions of the District. The proof of the success of this plan will be evident in the data collected. The analysis of this data will assist in determining what changes need to be made to the second and third years of this plan.