There is not a single model of 1:1, nor should there be. Rather, 1:1 is a merely a ratio of students to devices. It speaks neither to how those devices are being managed, nor to the learning outcomes and uses of those devices by students and adults within schools. It is our hope to create many models of 1:1 that better describe both the opportunity for better guidance and management of those devices and better usage. We also want to question the 1:1 ratio entirely, and pursue a From1To1 approach that focuses upon the relationship between the learner and the device.

Inconsistent 1:1 Models allow for sparing access to a 1:1 student to device ratio by leveraging either specific spaces, specific classes or mobile cart(s) that are shared across the whole school. These models tend to be more inequitable, as they do not allow for students or teachers who need digital tools for learning to make use of them on a consistent basis.

Consistent 1:1 Models allow for a group of children to have regular access to a 1:1 environment. This can be a single classroom in the school with a cart dedicated to their room or this may be a whole-school 1:1 model that allows students to take a single device between their classes. The biggest difference between the consistent 1:1 models is that in each phase (classroom, grade-level, or school-wide), equitable access to a student-based device is achieved before you see actual usage of the device through blended and personalized learning practices. Access is the gateway to usage, but usage is not assured.

- 26 Schools Currently at 1:1 Access School-Wide (Chromebooks and Tablets) - Up from 10 in the 2016-17 School Year

- 10 Additional Schools Currently at 1:1 Access School-Wide (Including Laptops, Chromebooks, and Tablets) - Up from 8 in the 2016-17 School Year

- All Other Schools Engaging in Grade-Level 1:1 Access, Shared 1:1, or 1:1 Spaces