DILLINGHAM CITY SCHOOL DISTRICT

PROJECT SUMMARY

Launch Year: 2006

Platform: Apple

Project School: Dillingham Middle School

Grade Levels: 7-8

Total # Users: 81

Total Project Costs: $204,953

CDL Support:  $142,297

Launch Year: 2008

Platform: Apple (project expansion)

Project School: MAP Alternative High School

Grade Levels: 9-12

Total # Users: 42

Total Project Costs: $100,689

CDL Support:  $66,455

PROJECT TEAM

Superintendent: Darlene Triplett

Project Coordinator: Andrew Berkoski, Coordinator of Tech Services

IT Coordinator: Andrew Berkoski, Coordinator of Tech Services

Curriculum Coordinator: Becky Midles, District Curriculum/Special Programs Director

Additional Staff: Brian Midles, Lester Parks, Johnathan Clouse - supervision and training of staff in hardware/software resources, maintenance.

 

ROLLOUT DATES

Apple Initial Rollout:

October 23 - Dillingham Middle School

1:20PM-3:30PM Teacher Rollout and policy & procedure discussion  (DCSD)

October 29 - Dillingham MIddle School

Full day of Student Rollout preparation  (SWRS)

October 30 - Dillingham MIddle School

6PM-8PM  Parent Night & Student Rollout  (SWRS)

October 31 - Dillingham MIddle School

8AM-2PM  Student Rollout follow-up  (SWRS)

November 2 - Dillingham SWRS District Office

12:00PM-2:30PM School Board Meeting - board training on basic laptop use  (SWRS)

November 2 - Dillingham SWRS District Office

2:30PM-5:30PM Meeting with AASB to discuss performance contract (SWRS)

November 3 Dillingham DCSD District Office

evening Meeting with AASB to discuss performance contract (DCSD)

November 4 - Dillingham DCSD District Office

day Strategic planning meeting with AASB to discuss performance contract (SWRS)

November 15 - Dillingham Alternative (MAP) School

Full day of Student Rollout preparation  (DCSD)

November 16 - Dillingham Alternative (MAP) School

6PM-8PM  PC to Mac School-wide rollover  (DCSD)

November 17 - Dillingham Alternative (MAP) School

8AM-2PM  Student Rollout follow-up  (DCSD)

November 27 - Dillingham Elementary School

1:20PM-3:30PM Teacher laptop rollout and care & feeding discussion  (DCSD)

November 28 - Dillingham Middle School

8:00AM-3:30PM Teacher laptop rollout follow-up  (DCSD)

Apple Expansion Rollout: TBA

PHOTOS

Dillingham Middle School Rollout

NEWS

QUOTES

More CDL District Testimonials

January 2007

Becky Midles, Dillingham City School District Curriculum/Special Programs Director

“Dillingham ‘rolled out’ laptops to our seventh and eighth grade students (and parents) as part of the AASB-CDL 1 to 1 initiative on October 30, 2006. On October 31st, I was walking the halls at lunch time and saw to my amazement that clusters of those students were quietly sharing information, assisting each other on program capabilities, and showing high school students their laptops. Some students were quietly word processing; all of them were busy and appeared pleased. I continue to be impressed by the way these students care for the laptops and manage their use.  Teachers and students are enriching the learning process with laptop use. We are grateful we are part of this initiative. Our challenge now is to make it possible for the high school students to also have this learning advantage.”

Lance Westing, Dillingham teacher

“I have noticed that the kids no longer feel like their school is "junk." Our school has had a rough couple of years because our gym was condemned, and our roof was having problems. This year the gym and roof have been fixed, and the 7th and 8th graders now have laptops. I'm sure there are still kids who would still like to be able to make the argument that our school is not worth respecting or having pride in, but actually making an argument that makes sense to other students has gotten much more difficult.

“Before the 1 to 1 initiative, I rarely took students to the computer lab since it usually ended up being more of a hassle than it was worth because of forgotten passwords, computers not working, students from other classes being present, time wasted getting there, and a general lack of respect for the machines since the students did not have any ownership of them. As a result of the laptops my students now spend much more time using computers to learn and do assignments. Any project or assignment that involves turning on their computers automatically results in more interest than assignments that are not computer based.”

Nancy Mazurek, Dillingham reading teacher

“One could look at 8th grade language arts instruction as pre-laptop and post laptop. Before the students had laptops, they were limited to doing research at a library with limited accessibility. Their writing compositions were generally hand-written, and students were reluctant to edit and revise them.

Now that students have laptops, information is at their fingertips.They can explore topics for information and they can see pictures and videos that broaden their understanding. They are motivated to create writing projects that are dynamic and exciting. Students can share information through presentations that capture other students’ attention.

I see improvement with all students. All students are writing more and are much more willing to work with a composition to improve it. Students who were already doing great work have taken this tool and expanded their presentations to include movies, brochures, and Power Point presentations. Students and teachers are now able to store writing more efficiently. Lost papers are easily retrieved, and assignments and work can be collected through servers.

I think one of the best by-products of students having laptops is the collaborative environment they helped create.  Students willingly show others how to use certain software or how to conduct a search. There are advanced students that will show the class how to make a certain project.  Students and teachers learn together. Students will different strengths can be paired together on projects and produce great work they wouldn’t have been able to do on their own.

The laptops have made a fundamental improvement in language arts in the 8th grade. Students have taken responsibility for them and do what is necessary to be able to take them home. They see for themselves how essential access to information is. They are proud of the work they produce on them.”