Apple has offered us a three-year zero-percent financing which breaks down to that and on year four basically we would finalize that buy back and bring that overall cost down to very similar to what we would see now so if we were going to look at how that would look over four years we would anticipate that as long as the value of Apple holds that we would really be very close to if not in the positive cost neutral by the end. Again always assuming that there is that value at the end of the cycle. So the things that we know that we still need to do work on and some of these are this year so pending the decision of the board if we were to move forward we would know that we have to start really planning out what our professional learning would look like and that would look like student learning as well as adult learning and so we have said oftentimes the worst thing we can do is give you a device that doesn't work and the second worst thing is give you a device you don't know how to use so we know we have to do some learning in that way and so as we develop our year-long professional learning plan for students we are starting to have some conversation about what that looks like in the classrooms as well as what that professional learning for staff looks like embedded within the classroom so it's not really effective if we want to really focus on this idea of integration of technology and teaching and learning it's not effective for us to sit in a space and teach you how to use a device it's more effective for us to be in your teaching and learning space and think about the teaching and learning advisory council this idea of age appropriate technology use guidelines so both what does that look like within our classrooms and what does that look like when we make a decision about when devices go home so whatever grade level that is that we make the decision that devices would be sent home and we would be helping parents to understand the purpose of why we are sending them home and expecting them to be home and also having some conversation about what that looks like in the classrooms so just because we have access to devices doesn't mean we have to be using devices all the time so that sense of how do we make sure that allocation of time within the classroom has a healthy balance of physical materials physical manipulatives real books those types of things and access to devices.

Now again I think it's important to note that this always will assume that Apple retains their value but historically we have seen that across the board for years and that hasn't changed often or really at all so when we look at the total cost breakdown this is kind of a slide that gives you a little bit idea what kind of we're seeing the case cost again really diving into the error and being the most expensive device there in total but offering all of the attributes that we really wanted to see for our students and giving them a more professional experience and then some of the ROI as we go through that on what the devices are worth afterward. In totality we have not probably seen the! Even close to a 10% from our Chromebook but there are situations in which that could be the case so what does that look like when we talk about a four-year cycle? This is what we see across four years and so this would be every device in the district. This is a full cycle of every device all the way from K all the way to 12th grade and so this would exist over the next four years so that is essentially broken down by four years. Now what that looks like as far as Apple and the opportunity that we have in front of us that is a total cost there over four years because the full cycle would be four years.

This is a full cycle of every device all the way from K all the way to 12th grade and so this would exist over the next four years so that is essentially broken down by four years. Now what that looks like as far as Apple and the opportunity that we have in front of us that is a total cost there over four years because the full cycle would be four years. Apple has offered us a three-year zero-percent financing which breaks down to that and on year four basically we would finalize that buy back and bring that overall cost down to very similar to what we would see now so if we were going to look at how that would look over four years we would anticipate that as long as the value of Apple holds that we would really be very close to if not in the positive cost neutral by the end. Again always assuming that there is that value at the end of the cycle.

Again always assuming that there is that value at the end of the cycle. So the things that we know that we still need to do work on and some of these are this year so pending the decision of the board if we were to move forward we would know that we have to start really planning out what our professional learning would look like and that would look like student learning as well as adult learning and so we have said oftentimes the worst thing we can do is give you a device that doesn't work and the second worst thing is give you a device you don't know how to use so we know we have to do some learning in that way and so as we develop our year-long professional learning plan for students we are starting to have some conversation about what that looks like in the classrooms as well as what that professional learning for staff looks like embedded within the classroom so it's not really effective if we want to really focus on this idea of integration of technology and teaching and learning it's not effective for us to sit in a space and teach you how to use a device it's more effective for us to be in your teaching and learning space and think about the teaching and learning advisory council this idea of age appropriate technology use guidelines so both what does that look like within our classrooms and what does that look like when we make a decision about when devices go home so whatever grade level that is that we make the decision that devices would be sent home and we would be helping parents to understand the purpose of why we are sending them home and expecting them to be home and also having some conversation about what that looks like in the classrooms so just because we have access to devices doesn't mean we have to be using devices all the time so that sense of how do we make sure that allocation of time within the classroom has a healthy balance of physical materials physical manipulatives real books those types of things and access to devices. AI is something that's really big for us we have about two years ago we developed some temporary sort of guidance around AI and haven't done a lot with it since and our teachers are asking for more help with that both from a teaching standpoint of how teachers use AI but then also from a standpoint of what is happening with students within classrooms and then if we make this move one of the things we think is important is to really explore the idea of a learning management system because we have a way of being able to manage things with students that also can lead into where they're going because the majority of them are going to college where learning management systems are a good part of that.

So the things that we know that we still need to do work on and some of these are this year so pending the decision of the board if we were to move forward we would know that we have to start really planning out what our professional learning would look like and that would look like student learning as well as adult learning and so we have said oftentimes the worst thing we can do is give you a device that doesn't work and the second worst thing is give you a device you don't know how to use so we know we have to do some learning in that way and so as we develop our year-long professional learning plan for students we are starting to have some conversation about what that looks like in the classrooms as well as what that professional learning for staff looks like embedded within the classroom so it's not really effective if we want to really focus on this idea of integration of technology and teaching and learning it's not effective for us to sit in a space and teach you how to use a device it's more effective for us to be in your teaching and learning space and think about the teaching and learning advisory council this idea of age appropriate technology use guidelines so both what does that look like within our classrooms and what does that look like when we make a decision about when devices go home so whatever grade level that is that we make the decision that devices would be sent home and we would be helping parents to understand the purpose of why we are sending them home and expecting them to be home and also having some conversation about what that looks like in the classrooms so just because we have access to devices doesn't mean we have to be using devices all the time so that sense of how do we make sure that allocation of time within the classroom has a healthy balance of physical materials physical manipulatives real books those types of things and access to devices. AI is something that's really big for us we have about two years ago we developed some temporary sort of guidance around AI and haven't done a lot with it since and our teachers are asking for more help with that both from a teaching standpoint of how teachers use AI but then also from a standpoint of what is happening with students within classrooms and then if we make this move one of the things we think is important is to really explore the idea of a learning management system because we have a way of being able to manage things with students that also can lead into where they're going because the majority of them are going to college where learning management systems are a good part of that. So the device and the management component of this just a couple of things that we're thinking through right now.