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Kittery School Department

Technology Plan 2007 – 2010

“Educating for Life”

Kittery School Department

200 Rogers Road
Kittery, Maine 03904

Contact: Scott Nason, Technology Coordinator

200 Rogers Road
Kittery, Maine 03904


This document outlines the goals and aspirations for the use of technology in the Kittery
School Department. The aim of this technology plan is to lay out a roadmap to guide us
in ensuring that all of our students become informationally literate.
What is Information Literacy?
Information Literacy is defined as the ability to know when there is a need for
information, to be able to identify, locate, evaluate, and effectively use that information
for the issue or problem at hand.

Relevant Types of Information Literacy

• Technology Literacy: The ability to use media such as the Internet to effectively
access and communicate information.

• Media Literacy: The ability to decode, analyze, evaluate, and produce

communication in a variety of forms.

• Computer Literacy: The ability to use a computer and its software to accomplish
practical tasks.

Retrieved from on October 23, 2006


Avery Principal, Shapleigh Middle School
Bedard School Committee Member
Berry Teacher, Traip Academy
Carson Teacher, Shapleigh Middle School
Foster Principal, Horace Mitchell School
Hartley Teacher, Horace Mitchell School
Knight Principal, Frisbee Elementary School
Knowles Technologist, Horace Mitchell & Frisbee Elementary Schools
Nason Technology Coordinator
Roberge Assistant Principal,
Assistant R.W. Traip
Principal, R.W.Academy
Traip Academy
Schuman Technologist, Shapleigh Middle School
Amy Wilson
Jenifer Van Deusen Teacher, Frisbee
Curriculum Elementary School
Jenifer Van Deusen
Amy Wilson Curriculum
Teacher, Coordinator
Frisbee Elementary School
Table of Contents

Community and Parental Involvement



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Identify Necessary Technology

Collaboration with Adult Literacy Service Providers

Strategies for improving Academic Achievement and Teacher Effectiveness

Integration of Technology with Curricula, Instruction and Assessment

Technology Type and Costs, and Coordination with Funding Resources

Supporting Resources

Steps to Increase Accessibility

Promotion of Various Curricula and Strategies that Integrate Technology

Professional Development

Innovative Delivery Strategies

Accountability Measures

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1. Community and Parental Involvement

Involve a broad representation of the school community in the planning process and
include a description of how the technology will be used effectively to promote
community involvement & increase communication w/ parents, including a description of
how parents will be informed about the technology & its proper use.

The Advisory Committee for Informational Literacy (ACIL) meets regularly to discuss
status and direction of technology use throughout the district. The day to day operations
are under the direction of the administration and technology coordinator. The technology
plan is drafted by the technology and curriculum coordinators with input and revision
from the ACIL.

The current ACIL is composed of district and school administrators, the technology
coordinator, teacher’s from each building, district technologists and a school committee
member. The committee solicits input from the adult education director and parents.

The Kittery School Department recognizes the importance of community and parental
involvement in the education of our youth. To that end we maintain an extensive website to promote communication throughout the community. All staff
members maintain e-mail accounts on our FirstClass e-mail system which also allows
teachers to publish their own class webpages. District and building administrators
regularly send parents and community members information and updates through our
Kittery electronic notification system “ConnectEd.”

District and building newsletters are sent home with students as well as posted on the
district and building websites. Parent-Teacher Organization (PTO) information is posted
on the Mitchell and Frisbee School web sites. Sports schedules and all school and district
activities are posted to the online calendars.

At Traip Academy parents can access their student’s grades, attendance and assignments
through our student information system, Web2School. Parents and community members
can register on line for Adult Education classes as well. Recent upgrades to our phone
systems allow parents to leave voice mail for teachers at the Mitchell School and Traip

All these avenues increase staff, student, parent and community communication
throughout the district.

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2. Vision

Establish a vision statement linking the tools of technology w/such areas as curriculum
content, instructional practices, professional development strategies and enhanced

In an ever-changing world, the Kittery School Department’s goal is to educate students

for life. To be educated for life in the twenty-first century, students must be
informationally literate. Therefore, we instruct students in technology and its the ethical
and responsible use. The Kittery School Department expects staff to model these desired
behaviors and supports them in learning to do so.

Specifically, the Kittery School Department’s vision for technology:

• Supports our vision for life long learning

• Considers research, Maine Learning Results, and International Society of
Technology in Education standards
• Maximizes staffs’ ability to develop/revise curriculum through the use of
digital tools
• Gives staff and students the tools to do the best job possible
• Seeks to transform learning and teaching.

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3. Goals

Articulate specific goals aligned with the Maine Learning Results for using advanced
technology to improve student academic achievement.

The overarching goal of technology use in the Kittery School Department is to educate
our students for life. We want all of our students to become clear and effective
communicators, self-directed and lifelong learners, creative and practical problem
solvers, integrated and informed thinkers, collaborative and quality workers, and
responsible and involved citizens.

Our overarching goal is to improve students’ ability to use technology independently to

survive and thrive in the digital world.

The four specific goals identified for the next three years are:

Goal #1 -- Use advanced technology to improve student learning and growth.

 Integrate appropriate technologies for optimal learning opportunities (Web 2.0 tools,
digital recording devices, assistive technology, etc.) and student feedback.
 Support staff in learning best practices about informational literacy (professional
development, peer to peer learning, showcase best practices on webpage, etc.).
 Use available data from computerized adaptive tests and resources to design
instructional strategies targeted to specific student needs.
 Incorporate student safety measures.

Goal #2 – Coordinate, standardize, integrate, analyze and modify curriculum,

instruction and assessment.

 Use software to streamline and archive curriculum mapping process.

 Use computerized adaptive tests to analyze student achievement and design
appropriate instruction.
 Identify a solution for the warehousing, sharing and effective use of data.

Goal #3 – Continue to improve communication with parents and the community.

 Communicate electronically between school and community through website and e-

 Use district website as a resource for all information about the schools and district.
 Support instructional programs with links and information on websites.
 Showcase student work through variety of venues including Learning Fairs.
 Continue and expand using volunteers in computer labs.

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 Explore utilizing automated telephone services for announcements of interest to

Goal #4 – Successfully operate the technology infrastructure required by a modern

school district.

 Maintain and improve network infrastructure in all school buildings and central
 Maintain and improve file servers in all schools.
 Modernize phone systems, as needed, in all school buildings and central office.

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4. Identify Necessary Technology

Include a technology assessment. Gather information about technology currently in use

so that what will be needed for new goals can be determined. Include a list of the
equipment and telecommunications services that are necessary to reach the goals.

A summary inventory by school building:

Equipment and services needed to reach goals:

 Revolving repair/replacement/purchasing plan for existing technology and plans for
 A staff person in each building all the time for more curriculum integration
 Video viewing capability in classrooms
 SMART boards
 Information technology/ data staff person
 Assessment data solution
 24/7 access for upperschool students
 Printers – better access
 iPods/podcasts/mp3 players for library
 Projectors or other projection devices (ITV)
 Expand parent access to grades
 Computerized grading
 Voice mail for all
 Scanners, digital cameras
 Graphing calculators
 Web based subscription services
 Functional network infrastructure in all school buildings

Inventory/ assessment included in Appendix.

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5. Collaboration with Adult Literacy Service Providers

Describe how the program will be developed, where applicable, in collaboration with
adult literacy service providers.

Toward fulfillment of its motto, "Educating for Life," Kittery has had a successful adult
and community education program for many years. The program works in conjunction
with the K-12 program to help provide alternative means of meeting diploma
requirements and also effetcively provides education for adults of all ages in the
community. The Kittery Adult and Community Education Program utilizes technology
throughout its programming.

For morning adult education classes held at the Kittery Youth Connection, a small
computer lab was set up a number of years ago with computers donated from the local
community. Currently the lab is used by our Beginning and Intermediate morning ESL
classes as an adjunct to group sessions. To reinforce skills, students work individually in
the computer lab to improve their vocabulary and reading comprehension skills with the
“New Oxford Picture Dictionary CD Rom”. Morning classes have been held in the
computer lab for HeadStart Mothers and other Kittery residents on welfare assistance
looking for workplace skills.

A computer station has been set up in the adult education office specifically designated
for adult learners. It is used by students to research colleges and for the administration of
the Accuplacer exam, a computerized college placement exam required by a number of
local college programs. It is also used by adult education students to complete homework

For evening adult education classes, the computer lab at the high school is used by adult
learners. Through grants the Kittery Adult Education program has purchased a number of
software programs for the Traip computer lab that have been used for computer
instruction for adults and is also available for use by dayschool high school students.
Recent purchases have included: Adobe Photoshop Elements, FrontPage2000, and
AutoCad LT 2007.

The donation of a portable computer projection system has allowed instructors to

incorporate PowerPoint presentations into many of their classroom lectures.

Future plans include enhanced communication with K-12 technologists to inform the
continuously improving how technology can enhance learning and teaching in adult and
community education.

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6. Strategies for Improving Academic Achievement and Teacher Effectiveness

Describe how funds, specifically Educational Technology Funds where applicable, will
be used to improve academic achievement, including the technology literacy of all
students attending schools served by the SAU; and describe how funds expended will
improve the capacity of all teachers in schools served by the SAU to integrate technology
effectively into curricula and instruction.

Today’s students live in a digital world. Much of their learning takes place through video,
audio and other digital media. These “millenials” are wired to make sense of their world
through interaction with virtual as well as real sources. Engaging students in their
learning and empowering them to direct much of their learning are keys to academic

The Kittery School Department believes that 1:1 computing in the secondary schools
provides the ideal solution to engaging students in their learning. However, financial
realities have restricted its ability to meet the goal of 1:1. Currently, through the Maine
Learning Technology Initiative (MLTI), two grades at Shapleigh Middle School are 1:1.
However, in one grade at Shapleigh and at Traip Academy, we have deployed our laptops
through mobile labs. These labs are assigned to specific departments so that every
teacher can access a mobile lab when s/he needs one. The labs are in near- constant use.
A master’s level technologist serves the middle school, overseeing the MLTI and
providing on-going staff support, including curriculum integration and technology
literacy. Traip Academy houses the district computer/ network technician who tends to
the hardware and software needs of staff and students at Traip Academy while also
providing support to other buildings as needed.

At the Horace Mitchell Primary School (K-2) and the Frisbee School (3-5) students
extend their learning into the digital world in regular weekly visits to the computer lab in
each school. Teachers can also sign up for open blocks to bring their students to the
computer labs. At Frisbee teachers can also sign out a mobile cart. A master’s level
technologist works closely with K-5 teachers to identify digital resources to enhance the
curriculum and technology literacy. At Mitchell and Frisbee, the technologist attends
grade level meetings to design and develop appropriate use of technology within the
curriculum. The technologist offers professional development opportunities in a variety
of venues for all K-5 teachers based on their expressed needs.

All students K-12 have access to computers, either through laptops, desktops, or mobile

All classroom teachers and administrators in the Kittery School Department have laptops.
These tools increase teacher productivity and enable us to work toward district goals in
curriculum, instruction and assessment (see #7 for details). To continuously support the
development of teachers’ capacity to integrate technology and support informational
literacy effectively, the school department provides funds to attend conferences,
workshops and other professional development opportunities.

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Annually, the Kittery School Department budget includes a section developed by the
Technology Coordinator. In this budget, each school building has budget lines for repair,
supplies, software and hardware. Title II-D funds are used to support professional
development. In addition, grants from a local endowment, the Traip Trustees, support
acquisition of software and hardware to enhance learning and teaching as well as other
teacher initiatives.

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7. Integration of Technology with Curricula, Instruction and Assessment

Describe how technology (including software and electronically delivered learning

materials) will be integrated into curricula, instruction and assessment and include a
timeline for this integration.

All of the strategies discussed in Section 6 (above) will continue into the future. In
addition, the district is seeking and plans to implement in 2007-2008 a data solution that
enables us to warehouse, track and analyze our student assessment information.

Technology supports curriculum, instruction and assessment. The district is engaged in

curriculum mapping to develop a standards-based scope and sequence in each content
area by coming to consensus about what we teach and why. Teachers use TechPaths
software to do this complex work. In addition, the district recently adopted a
computerized adaptive assessment program, the NorthWest Educational Association’s
Measures of Academic Progress (NWEA MAP), to identify student needs and design
targeted instruction for individuals and groups. In use as well is the computerized
Scholastic Reading Inventory (SRI) to track reading progress.

The Kittery Expectations for Technology Integration Guide provides a means for infusing
technology into existing curriculum areas. This guide is broken down by grade level and
aligns with the Maine Learning Results. Specific skills are listed along with examples and
activities. This document needs to be updated to correlate with the new NETS (National
Educational Technology Standards). Then all staff will use this document as a guide in
infusing technology into existing curriculum areas.

Homework, daily class activities, and information about teachers, teams, schools and the
district are available electronically through teacher, team and school web sites.
Web2School serves as our Student Information System and opens access to student
grades and progress at Traip Academy through its Parent-Guardian module. FirstClass
serves as the email client and is the standard for communicating and disseminating

One yearly professional goal will be technology-specific. These goals will be evaluated
by the building principal and help to move staff forward in the use of technology in their
teaching practices and integrating into their curricula. Staff will be encouraged to share
their activities at grade level meetings.

All IEPs, budgets and purchase orders are submitted electronically for processing. Grade
reporting is done through data management software grades 6-12 with many staff using
electronic gradebooks at all levels to keep track of student progress.

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8. Technology Type and Costs, and Coordination with Funding Resources

Develop a step-by-step action plan, with timeline, that includes goals, activities, required
hardware and software, costs, and funding sources. Describe the types and costs of
technology to be acquired and how it fits within the current structure (use the list
developed in the technology assessment in #4 above). Designate sources of funding,
specifically Ed. Tech. Funds, E-Rate Funds, and funds form other federal programs and
state and local sources that support technology acquisition and integration. (Show a
chart of the pre-described items).

2007 – 2008 2008 – 2009 2009 - 2010

Interactive device for Mitchell Interactive device for Mitchell 2nd Interactive device for Mitchell 1st
Lab lease grade – Tech Budget grade – Tech Budget

Replace office computers LCD projectors for Mitchell (2) – LCD projectors for Mitchell (2) –
Mitchell/Frisbee – lease Tech Budget Tech Budget

LCD projectors for Mitchell (2) – United Streaming Video United Streaming Video
Tech Budget Subscription (district-wide) – Subscription (district-wide) –
Tech. Budget Tech. Budget
United Streaming Video
Subscription (district-wide) – AtomicLearning Subscription
AtomicLearning Subscription
Tech. Budget (district-wide) – Title IID
(district-wide) – Title IID
AtomicLearning Subscription
Digital Cameras for Mitchell (3)
(district-wide) – Title IID Digital Cameras for Mitchell (3)
– Tech Budget
– Tech Budget
Digital Cameras for Mitchell (3)
– Tech Budget Digital Video Camera for
Digital Video Camera for
Mitchell – Tech Budget
Mitchell – Tech Budget
Digital Video Camera for
Mitchell – Tech Budget
Digital recording device for
Digital recording device for
digital portfolios for Mitchell,
Digital recording device for digital portfolios for Mitchell,
Frisbee & Shapleigh (4 ea.) –
digital portfolios for Mitchell, Frisbee & Shapleigh (4 ea.) –
Tech Budget
Frisbee & Shapleigh (4 ea.) – Tech Budget
Interactive device for Frisbee 3rd
Interactive device for Frisbee 4th
Interactive device for Frisbee 5th grade – Tech Budget
grade – Tech Budget
grade – lease
Digital Cameras for Frisbee (3) – Digital Cameras for Frisbee (3) –
Digital Cameras for Frisbee (3) –
Tech Budget Tech Budget
Tech Budget
Digital Video Camera fro Frisbee Digital Video Camera fro Frisbee
Digital Video Camera fro Frisbee
– Tech Budget – Tech Budget
– Tech Budget
LCD projectors for Frisbee (2) – LCD projectors for Frisbee (2) –
LCD projectors for Frisbee (2) –
Tech Budget Tech Budget
Tech Budget

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Replace principal’s computer – Interactive devices for Shapleigh Interactive devices for Shapleigh
lease – Tech Budget – Tech Budget

Interactive devices for Shapleigh LCD Projectors for Shapleigh (2) LCD Projectors for Shapleigh (2)
– lease – Tech Budget – Tech Budget

LCD Projectors for Shapleigh (2) Digital cameras for Shapleigh (3) Digital cameras for Shapleigh (3)
– Tech Budget – Tech Budget – Tech Budget

20 MacBooks for Shapleigh 6th Digital video cameras for Digital video cameras for
grade – lease Shapleigh (2) – Tech Budget Shapleigh (2) – Tech Budget

USB microscopes for Shapleigh PhotoShop Elements for

InterActive Boards for Traip (2) –
(2) – Tech Budget Shapleigh 7th grade – Tech
Tech Budget
Digital cameras for Shapleigh (3)
LCD Projectors for Traip (3) –
– Tech Budget
Replacement for Appleworks Tech Budget
Paint Program for Shapleigh 8th
Digital video cameras for
grade – Tech Budget
Shapleigh (2) – Tech Budget Purchase iBook cart for Traip -
InterActive Boards for Traip (2) – lease
PhotoShop Elements for
Tech Budget
Shapleigh 8th grade – Tech
LCD Projectors for Traip (3) –
Tech Budget
Replacement for Appleworks
Paint Program for Shapleigh 7th
grade – Tech Budget Replace staff iBooks at Mitchell,
Frisbee & Traip – lease
InterActive Boards fro Traip (2) –
lease Purchase iBook cart for Traip -
LCD Projectors for Traip (3) –
Tech Budget

Memory upgrade to X-serve for

Traip – Tech Budget

LCD displays for servers for

Traip(2) – Tech Budget

Network display for Atrium at

Traip – lease

Replace Dell lab at Traip (20

units) – lease

Replace classroom machines at

Traip (6) – Tech Budget

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9. Supporting Resources

Describe the supporting resources such as services, software, other electronically

delivered materials, and print resources that will be required to ensure successful and
effective uses of technology.

The Kittery School Department uses a variety of strategies to support the effective uses of
technology in its schools. System-wide supporting services include network engineering,
software support, maintenance of systems, installation and upgrading. Supporting
services also include just-in-time tech support for staff and students and continuous
professional development, provided by district technology staff.

Wireless networks support learning and teaching at Shapleigh Middle School and Traip
Academy. Plans are in development to improve the networks and expand wireless
capabilities at Frisbee and Mitchell Schools.

Other supporting resources include continued access to the Internet and online databases
(such as MARVEL and EBSCO). The district provides staff with access to
UnitedStreaming and AtomicLearning. Downloadable books are in use at the K-3 level
and at Traip Academy. We are constantly exploring and evaluating a variety of software
packages for classroom use. Special education provides a variety of universal access and
instructional software, including Kurzweil. District technology staff work closely with
teachers to identify useful software and on line resources for the classroom.

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10. Steps to Increase Accessibility

Describe the steps being taken to ensure that all students and teachers have increased
access to technology. The description must include how Educational Technology Funds,
if applicable, will be used to help students in high-poverty and high-needs schools, or in
schools identified for improvement or corrective action under Section 116 of Title I; and
how the steps taken will ensure that teachers are prepared to integrate technology
effectively into curriculum and instruction.

The Kittery School Department currently has computer availability for every classroom.
There are labs at each school to increase accessibility. Mobile labs have added greatly to
student and staff accessibility. Technology staff pay continuous attention to staff needs
regarding integration and on-going professional development.

The Kittery School Department does not qualify for funds designated for high-poverty or
high-needs and has no schools requiring improvement or corrective action.

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11. Promotion of Various Curricula and Strategies that Integrate Technology

Describe how various curricula and teaching strategies that integrate technology
effectively into the general curriculum and instruction will be identified based on a
review of relevant research and promoted to lead to improvements in student academic

The Advisory Committee on Informational Literacy regularly reads and discusses

relevant research and promising practices. This Committee then gives advice to the
Technology Department and disseminates these ideas to staff and district committees.

One approach that has proven successful is the promotion of appropriate curricula
materials and provision of after school professional development sessions by the school

Curriculum work is on-going in our district. All teachers are engaged in curriculum
mapping using a web-based program and will be describing the technology resources
needed to support curriculum. The district regularly studies publications from national
and local experts and incorporates research results into curriculum development and
improvement of teaching practices. The Curriculum Director uses a “lounge”
(conference) on the FirstClass email system to promote various resources and
professional development opportunities for staff.

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12. Professional Development

Describe how ongoing, sustained professional development for teachers, principals,

administrators, and school library media personnel will be provided to further the effective
use of technology in the classroom and library media center.

In the Kittery School District a Design Team, composed of teachers, educational technicians
and administrators oversees the design and implementation of professional development. In
2007-2008, a representative of the Advisory Committee on Informational Literacy will be
appointed to the Design Team to add a voice for professional development in technology
integration. We will be looking to find ways of infusing professional development into
existing grade level and team meetings, staff meetings and potentially developing a summer

The Design Team’s on-going focus is the support of curriculum mapping. Curriculum
mapping marries real time teacher dialog with real world use of a technological solution, so
teachers are directly experiencing a high-touch, high-tech process that engages them in the
production of an authentic document that will be continually updated.

The K-5 technologist meets regularly with grade level teams and designs professional
development sessions based on expressed needs and curricular events. At the middle and high
schools, teachers receive professional development on an as needed basis and access
offerings from MLTI and other sources. Subscription services (such as AtomicLearning)
provide teachers with just-in-time support. Teachers can also access professional
development through MainEducation and the Christa McAuliffe Conference.

The lack of state funding for a stipended MLTI Lead Teacher leaves us looking for ways to
support that important position. We will be considering options to further develop the
important groundwork laid so far.

With the expansion of electronic grading and report cards we will be supporting training in
Web2School. The planned expansion of testing with NWEA requires ongoing professional
development for teachers so they can access and use the electronic reports it generates. The
upgrade of FirstClass email system that will demand staff training.

Time will be built into the New Staff Orientation to make efficient and effective use of the
technology tools provided by the district.

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13. Innovative Delivery Strategies

Describe how the development and use of innovative strategies for the delivery of specialized
or rigorous courses and curricula through the use of technology, including distance learning
technologies, will be encouraged, particularly in areas that would otherwise not have access
to such courses or curricula due to geographic distances or insufficient resources.

Kittery does not struggle with issues of geographic isolation. However, we are a small district
which means our resources are somewhat limited. In the coming years, we will be exploring
the potential use of online instruction, either through accessing existing courses through a
service and by providing them ourselves through avenues like StudyWiz, NoteShare and
Moodle. We currently utilize online resources such as UnitedStreaming, Reading A-Z and
MISTM. We will also be discussing access to the nearest ATM site so our learners may
participate in the specialized distance learning opportunities offered there.

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14. Accountability Measures

Describe the process and accountability measures which will be used to evaluate the extent
to which the plan activities are effective at integrating technology into curriculum and
instruction, increasingly the ability of teachers to teach, and enabling students to reach
Maine’s Learning Results.

The Advisory Committee on Informational Literacy (ACIL) will design an online survey
which assesses the degree to which each goal in this plan has been met. Parents, students and
staff survey data will help to inform future directions and improvements. At least one
question on the survey will ask about teachers’ use of research-based teaching strategies that
effectively integrate technology into the teaching and learning process. This survey will be
administered in the spring each year, prior to the May meeting of the ACIL, at which time the
ACIL will review the results of the survey and develop plans to build on the strengths and
correct the weaknesses.

The implementation of our technology plan is part of the Kittery School District evaluation
system. Accountability follows a hierarchal path. The district Technology Coordinator reports
to the superintendent, who reports to the school board. The Curriculum Director monitors
integration of technology curriculum into instruction and assessment. Building principals
will review their teachers’ technology goals as part of the supervision and evaluation system.







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