CBT (Classroom Based Technology)

The purpose of the Classroom-based Technology professional development program is to assist teachers and schools in implementing technology strategies which increase student achievement and build a foundation for Twenty-First Century workforce skills. For three years, the state of Louisiana funded Calcasieu Parish’s CBTF projects. Each year the targeted grade levels and subject areas have varied.

  • 1998-1999 Target was fourth grade reading (specifically comprehension, vocabulary, and writing), while the middle and high schools focused on reading, foreign languages, speech and English/language arts.
     
  • 1999-2000 Target was third grade reading (specifically comprehension, vocabulary, and writing), while the middle and high schools focused on mathematics.
     
  • 2000-2001 Target was fifth grade reading (specifically comprehension, vocabulary, and writing), while the middle and high schools focused on science.
     
  • 2001-2002 Target was second grade reading integrated with science & social studies, while the middle and high schools focus on social studies.
     
  • 2002-2003 Target was kindergarten and first grade reading integrated with science, social studies, and/or math while the middle and high schools focused on reading/English language arts/speech integrated with other content areas.

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  • 2004-2005 Target was fourth grade (spring 2004) cross curriculum using backwards design concepts to address student needs, third grade (fall 2004) cross curriculum using backwards design concepts to address student needs along with the newly adopted Louisiana Model Curriculum Frameworks (currently, Louisiana Comprehensive Curriculum); middle schools focused on the science curriculum as it addressed backwards design concepts to address student needs along with the development of Webquests to enhance each lesson
     
  • 2005-2006 Target was fifth grade, middle, and high school social studies integrated with other content areas and World Language with a focus on one strand from the World Language content standards.
     
  • 2006-2007 Target was first and second grade, middle, and high school English/ Language Arts teachers inclusive of gifted and SpEd teachers; the focus of training was on the use of differentiated instructional strategies and technology with adaptations from the Louisiana Comprehensive Curriculum.
  • 2007-2008 Target was Kindergarten and fourth grade, middle, and high school Math teachers inclusive of gifted and SpEd teachers; the focus of training was on the use of differentiated instructional strategies and technology with adaptations from the Louisiana Comprehensive Curriculum.
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    Each teacher participant received an Internet-ready, multimedia-capable computer with Microsoft Office Suite and an inkjet printer. Depending on funding for that fiscal year, in some cases, teachers received a digital camera or scanner. Technology integration training, utilizing instructional models that support Louisiana standards and benchmarks, was conducted during the school day, with substitutes provided by the project funds. The project coordinators, working closely with the targeted curriculum consultants, prepared both the hardware and software packages that would be infused. After two full days of instruction and planning, targeted district teachers returned for a session where original units of study were presented to teacher peers, school administrators, and curriculum consultants.

    Each teacher participant received an Internet-ready, multimedia-capable computer with the Microsoft Office Suite, Kidspiration or Inspiration, and a laser printer. The project coordinators, working closely with the curriculum consultants, selected the hardware and determined the software packages that would be infused throughout the training.

    This 2007-2008 project, was funded jointly by funds supported from federal (Enhancing Education Through Technology, Title II, Title V), and district funds. All teachers participated in three full face-to-face days of technology integration training utilizing instructional models that support the Louisiana Comprehensive Curriculum. An online component, using Blackboard software, supported the training initiative during the three face-to-face sessions. Participants were required to develop a collection of differentiated instructional technology-rich activities, which enhanced the curriculum in the designated grade levels and are shared by teachers throughout the system.  

     


     

     

     

    Click here to visit the CPSB Homepage.  For questions about the CBT program, contact Diane Mason.