Tech Plan Draft May 2007

Kittery School Department Technology Plan 2007 – 2010 “Educating for Life”

Kittery School Department 200 Rogers Road Kittery, Maine 03904 207-439-6819 www.kitteryschools.org Contact: Scott Nason, Technology Coordinator 200 Rogers Road Kittery, Maine 03904 207-439-6820 [email protected] Introduction 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 http://www.infolit.org/definitions.html on October 23, 2006

Advisory AdvisoryCommittee Committeefor forInformational InformationalLiteracy: Literacy: Wanda WandaAvery Avery Kim KimBedard Bedard Nancy NancyBerry Berry Doreen DoreenCarson Carson David DavidFoster Foster Terri TerriHartley Hartley Greg GregKnight Knight Sherry SherryKnowles Knowles Scott ScottNason Nason Mike MikeRoberge Roberge Diana DianaSchuman Schuman Amy Wilson Jenifer Van Deusen Jenifer Van Deusen Amy Wilson

Principal, Shapleigh Middle School School Committee Member Teacher, Traip Academy Teacher, Shapleigh Middle School Principal, Horace Mitchell School Teacher, Horace Mitchell School Principal, Frisbee Elementary School Technologist, Horace Mitchell & Frisbee Elementary Schools Technology Coordinator Assistant Principal, R.W. Traip Assistant Principal, R.W.Academy Traip Academy Technologist, Shapleigh Middle School Teacher, Frisbee Elementary School Curriculum Coordinator Curriculum Coordinator Teacher, Frisbee Elementary School Table of Contents

Community and Parental Involvement Vision Goals

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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 www.kitteryschools.org 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 Academy. 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 services. 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 email.  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 parents. Goal #4 – Successfully operate the technology infrastructure required by a modern school district.  Maintain and improve network infrastructure in all school buildings and central office.  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 funding  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 assignments. 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 achievement. 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 labs. 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 information. 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).

2008 – 2009

2009 - 2010

Interactive device for Mitchell Lab lease

2007 – 2008

Interactive device for Mitchell 2nd grade – Tech Budget

Interactive device for Mitchell 1st grade – Tech Budget

Replace office computers Mitchell/Frisbee – lease

LCD projectors for Mitchell (2) – Tech Budget

LCD projectors for Mitchell (2) – Tech Budget

LCD projectors for Mitchell (2) – Tech Budget

United Streaming Video Subscription (district-wide) – Tech. Budget

United Streaming Video Subscription (district-wide) – Tech. Budget

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

Scott Nason

AtomicLearning Subscription (district-wide) – Title IID Digital Cameras for Mitchell (3) – Tech Budget Digital Video Camera for Mitchell – Tech Budget Digital recording device for digital portfolios for Mitchell, Frisbee & Shapleigh (4 ea.) – Tech Budget Interactive device for Frisbee 4th grade – Tech Budget

AtomicLearning Subscription (district-wide) – Title IID Digital Cameras for Mitchell (3) – Tech Budget Digital Video Camera for Mitchell – Tech Budget Digital recording device for digital portfolios for Mitchell, Frisbee & Shapleigh (4 ea.) – Tech Budget Interactive device for Frisbee 3rd grade – Tech Budget

Digital Cameras for Frisbee (3) – Tech Budget

Digital Cameras for Frisbee (3) – Tech Budget

Digital Video Camera fro Frisbee – Tech Budget

Digital Video Camera fro Frisbee – Tech Budget

LCD projectors for Frisbee (2) – Tech Budget

LCD projectors for Frisbee (2) – Tech Budget

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Replace principal’s computer – lease

Interactive devices for Shapleigh – Tech Budget

Interactive devices for Shapleigh – Tech Budget

Interactive devices for Shapleigh – lease

LCD Projectors for Shapleigh (2) – Tech Budget

LCD Projectors for Shapleigh (2) – Tech Budget

LCD Projectors for Shapleigh (2) – Tech Budget

Digital cameras for Shapleigh (3) – Tech Budget

Digital cameras for Shapleigh (3) – Tech Budget

20 MacBooks for Shapleigh 6th grade – lease

Digital video cameras for Shapleigh (2) – Tech Budget

Digital video cameras for Shapleigh (2) – Tech Budget

USB microscopes for Shapleigh (2) – Tech Budget

PhotoShop Elements for Shapleigh 7th grade – Tech Budget

InterActive Boards for Traip (2) – Tech Budget

Digital cameras for Shapleigh (3) – Tech Budget Digital video cameras for Shapleigh (2) – Tech Budget PhotoShop Elements for Shapleigh 8th grade – Tech Budget Replacement for Appleworks Paint Program for Shapleigh 7th grade – Tech Budget InterActive Boards fro Traip (2) – lease

Replacement for Appleworks Paint Program for Shapleigh 8th grade – Tech Budget InterActive Boards for Traip (2) – Tech Budget

LCD Projectors for Traip (3) – Tech Budget Purchase iBook cart for Traip lease

LCD Projectors for Traip (3) – Tech Budget Replace staff iBooks at Mitchell, Frisbee & Traip – lease Purchase iBook cart for Traip lease

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 achievement. 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 technologists. 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 academy. 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.

STUDENTS TEACHERS PRINCIPALS CURRIC COORD

TECH COORD

SUPERINTENDENT

SCHOOL BOARD

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