MLTI RFP 201210412 Apple Inc Mac Book Air MD231LL/A 13.3 Primary RFP201210412

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P R O P O S A L
State of Maine
Department of Education
Multi-State Learning
Technology Initiative
RFP # 201210412
Submitted by
Apple Inc.
January 14th, 2013
January 11th, 2013
Jeff Mao
Learning Technology Policy Director
State of Maine Department of Education
23 State House Station
Augusta, ME 04333
Dear Mr. Mao,
Apple is pleased to respond to the Multi-State Learning Technology Initiative RFP #201210412.
For more than a decade, Apple and the State of Maine have worked side-by-side to build a
foundational teaching and learning platform for Maine’s middle and high school students. As a
result of our combined efforts, the MLTI has become a paradigm for educational technology
initiatives around the world. Apple has acted as both advisor and learner during this journey,
and we look forward to continuing our collaboration with Maine to elevate the MLTI to an even
higher level of excellence.
Apple's education mission is to provide a learning environment that supports the way students
live and how they want to learn. Apple provides a personalized learning environment that
supports creativity, collaboration, innovation, and critical thinking as a means to transform the
way teachers teach and the way students learn. We are committed to helping learners across the
country attain the same degree of success that Maine’s learners have achieved over the last 10
years through Maine’s Learning Technology Initiative.
The partnership between Apple and Maine continues to be the key to MLTI’s success. Over the
past decade, we’ve built a relationship based on trust, collaboration, continual improvement,
shared reflection, and a mutual commitment to innovative teaching and learning. We believe
such relationships are essential to the success of any large-scale education technology initiative.
In addition to Tier 1 pricing for the State of Maine, Apple’s proposal provides Tier 2 pricing as a
demonstration of our commitment to forging fruitful, enduring working relationships with other
established and potential MLTI participating states. To that end, we propose that Apple engage
Hawaii, Vermont, Massachusetts, Montana, New Jersey, Oklahoma, South Carolina, and other
participating states in “discovery dialogs” following the conclusion of this RFP process. Through
these dialogs, we can establish a comprehensive understanding of each state’s specific vision,
goals, requirements, and constraints. This understanding will enable Apple to develop
individualized strategies and solutions for each participating state, just as it has for Maine.
We are proud of the supporting role we have played in the success of Maine’s bold initiative. We
look forward to continuing our productive and rich partnership with Maine, and to embarking on
similar journeys with other states to help them transform learning and empower every learner to
discover their own special genius.
Sincerely,
Stephanie Carullo
Vice President, Education Sales
Apple, Inc.
Table of Contents
EXECUTIVE SUMMARY ................................................................................................................................. 1!
SECTION I – ORGANIZATIONAL QUALIFICATIONS AND EXPERIENCE .............................................. 9!
1. Description of the Organization ....................................................................................................... 9!
2. Organizational Description and Qualifications...........................................................................13!
3. Organizational Experience...............................................................................................................15!
4. Description of Experience with Similar Projects.........................................................................18!
Kansas City Public Schools — Kansas City, KS...........................................................................................18!
McAllen Independent School District — McAllen, TX ...........................................................................19!
Shoreline School District - Shoreline, WA ...................................................................................................19!
Prince George’s County Schools — Upper Marlboro, MD ...................................................................20!
Rowan-Salisbury Schools — Salisbury, NC .................................................................................................20!
SECTION II – SPECIFICATIONS OF WORK TO BE PERFORMED ..........................................................21!
1. Services to be Provided .................................................................................................................... 21!
1.1. Bidder Response to Service Specifications and Requirements..................................................21!
2. Overview...............................................................................................................................................22!
3. Scope of Procurement: Learning Technology Wireless Classroom .......................................25!
4. Services Provided By Other Entities...............................................................................................27!
5. Participation by Schools ...................................................................................................................30!
5.2 Opt-in ..................................................................................................................................................................34!
5.3 Full Deployment.............................................................................................................................................36!
6. Personal Computing Device & Software Applications.............................................................. 37!
6.2. Device Quantities..........................................................................................................................................38!
6.3. Students............................................................................................................................................................39!
6.4. Students with Disabilities ..........................................................................................................................40!
6.5. Device Functional Requirements............................................................................................................41!
6.6. Software and Function................................................................................................................................85!
6.7 Device Options............................................................................................................................................. 144!
6.8. Pricing Schedule for Additional Educational Groups..................................................................155!
7. Network Connectivity and Infrastructure...................................................................................159!
7.1. Building Readiness..................................................................................................................................... 159!
7.2. Local Network Access...............................................................................................................................160!
7.3. Remote Network Access..........................................................................................................................174!
8. Performance and Quality................................................................................................................177!
8.1. Uptime............................................................................................................................................................ 177!
8.2. Device Reliability ........................................................................................................................................177!
8.3. Response Time ............................................................................................................................................ 178!
8.4. Business Continuity / Disaster Recovery ..........................................................................................178!
8.5. Server Failure ...............................................................................................................................................178!
8.6. UPS ...................................................................................................................................................................179!
8.7. Performance Metrics and Reporting..................................................................................................179!
9. Functional and Asset Security.......................................................................................................181!
9.1. Wireless Security.........................................................................................................................................181!
9.2. Authorization Control...............................................................................................................................183!
9.3. Anti-virus Protection.................................................................................................................................184!
9.4. Backups .......................................................................................................................................................... 186!
9.5. Warranty, Insurance, Damage, and Theft.........................................................................................187!
9.6. Asset Management....................................................................................................................................193!
10. Professional Development, Curriculum Integration, and Consultation...........................198!
10.2. Curriculum Integration Professional Development ..................................................................205!
10.3. Ownership of Content and Curricula ..............................................................................................220!
11. Support and Maintenance ...........................................................................................................221!
11.1. Solution Support......................................................................................................................................223!
11.2. Service and Support Plan..................................................................................................................... 225!
12. Project Management and Implementation.............................................................................226!
12.1. Project Plan and Deliverables.............................................................................................................227!
SECTION III – COST PROPOSAL ..............................................................................................................235!
Appendix B – Cost Proposal Form....................................................................................................235!
Table 1 – Student/Teacher Learning Technology Solution Costs..................................................236!
Table 2 – Volume Discount Factor.............................................................................................................. 236!
Table 3 – School Wireless Network Costs.................................................................................................237!
Table 4 – Optional Features*.........................................................................................................................238!
SECTION IV – ECONOMIC IMPACT.........................................................................................................239!
APPENDIX G – ADDITIONAL FORMS.....................................................................................................240!
Staff Experience with Similar Projects.............................................................................................240!
Apple Inc................................................................................................................................................................240!
Bell Techlogix, Inc...............................................................................................................................................254!
CREST Technologies, Inc.................................................................................................................................. 258!
Portable Computing Device Specifications Summary.................................................................262!
Student Tablet Device: iPad with Retina display, 32GB, Wi-Fi, Black (MD511LL/A)................ 262!
Teacher Tablet Device: iPad mini, Wi-Fi, 32GB, Black (MD529LL/A).............................................. 265!
Teacher Laptop Device: 13-inch MacBook Air (MD231LL/A) ...........................................................268!
Wireless Local Area Network (WLAN) Specifications Summary................................................272!
TERMS OF AGREEMENT ...........................................................................................................................274!
Exceptions and Clarifications.............................................................................................................276!
Apple Master Lease Agreements ......................................................................................................301!
Tier 1 Master Capital Lease Purchase Agreement ................................................................................301!
Tier 2 Master Capital Lease Purchase Agreement ................................................................................312!
Tier 1 & 2 FMV Master Lease Agreement..................................................................................................323!
Professional Services Agreement .....................................................................................................334!
iTunes U Content/Services Agreement ...........................................................................................344!
Security Compliance Addendum ......................................................................................................355!
Solution Software Installation Agreement.....................................................................................357!
Intellectual Property Waiver Letter Agreement............................................................................361!
Apple Hardware Loan Agreement....................................................................................................362!
APPLE APPENDICES ..................................................................................................................................368!
Apple Appendix 1 – Certificate of Insurance .................................................................................369!
Apple Appendix 2 – Letters of Support ..........................................................................................370!
NWEA.......................................................................................................................................................................370!
Global Scholar......................................................................................................................................................371!
Renaissance Learning ....................................................................................................................................... 372!
Apple Appendix 3 – Courtesy Quote from Safeware, Inc...........................................................374!
Apple Appendix 4 – Professional Development Schedule, Summer 2013 ............................377!
Apple Appendix 5 – MLTI Year 1 Project Summary .....................................................................378!
Apple Appendix 6 – Apple’s Project Team in Maine....................................................................378!
Apple Appendix 7 – MLTI iOS Development and Deployment Plan .......................................380!
Apple Appendix 8 – MLTI OS X Development and Deployment Plan.....................................381!
Apple Appendix 9 – MLTI Network Installation Plan...................................................................382!
Apple Appendix 10 – MLTI Network Installation Flow Chart ....................................................383!
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 1
EXECUTIVE SUMMARY
MLTI and Apple - History, Innovation and Commitment
A new chapter in student-centered learning.
Introduction
In 2002, the State of Maine and Apple launched a pioneering effort to fundamentally enhance
education by empowering all teachers and learners with digital tools and skills to inspire
innovation, creativity, and collaboration. What began as a bold vision has become a model for
almost every educational system across the nation and around the world. Through the MLTI,
the State of Maine has achieved what few others have: a technologically reliable, fiscally
sustainable, learning-centered program that provides individual teachers and students with the
tools and skills to discover new opportunities and reach their highest potential.
A Partnership Based On Earned Trust
Apple is privileged to have been selected as the founding technology partner for the MLTI. This
has been a shared journey, rather than simply a contract, for Apple and its local team. We are
proud to have been an integral part of Maine’s successes, challenges, and opportunities.
Whether we are holding a student conference with nearly a thousand attendees from all over
the state, hosting global delegations seeking answers as to how this rocky and forested corner
of the United States achieved such a dramatic transformation, or celebrating the smaller
successes that every school can point to—such as two students from Machias High School
teaching themselves Japanese with their laptops and ending up with full scholarships to
prestigious Bates College—together Maine and Apple have built systems, processes,
relationships, and a level of trust only possible when two organizations embark on a journey
together and cooperatively address each and every challenge encountered. Apple is thankful
for the opportunity to take part in the critical mission of educating the children of Maine. We
understand the responsibility with which we have been entrusted, and your success is a source
of pride and inspiration for us.
Delivering On Our Commitment
When this project began, Apple was a different company than it is today. Then, we had a minor
footprint in the business world; today our products are deployed in over 90% of Fortune 500
companies. Apple was a relatively small player in the technology space as defined by market
capitalization; today it’s the most valuable technology company in the world. When MLTI first
began, iPads, iPhones, iPod Touches, and MacBook Airs had not been invented nor did we have
an App Store. Today these products have helped revolutionize the education market.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 2
Few observers would have predicted the magnitude of this project. Today we can point to
numerous accomplishments within MLTI that include:
Delivered over 1,500 Professional Development events representing over 65,500
Professional Development contact hours;
Had over 5,500 participants attend the annual student-centered conferences;
Conducted over 800 on-site school visits;
Provided over 2,800 consecutive days of uninterrupted successful operation for the only
statewide 1:1 educational computing initiative in the US;
Installed and maintained over 1,000 individual wireless networks with zero instances of
significant network failure;
Successfully backed up a petabyte (1,000,000,000,000 kB) of student and teacher data;
Provided over 400,000 hours of server uptime; and
Experienced zero data loss and zero interruptions due to viruses or spyware.
We are proud of the operational results of the MLTI, which make enriched teaching and
learning possible, and we are incredibly grateful to the State and local school district
employees with whom we have worked so closely on this journey.
Great Results Delivered with Value and Efficiency
In addition to operational results and academic empowerment, the Maine Learning Technology
Initiative exemplifies what is possible with leadership, focus, and managerial commitment to
efficiency. We believe this efficiency is unmatched in any other deployment at similar scale,
much less across the geographic footprint of Maine. We are proud of the value we deliver in a
fully capable environment for creating, curating, and sharing content.
Looking forward
This RFP represents an opportunity to accelerate MLTI’s progress by placing the next
generation of technology at the fingertips of individual learners. By empowering learners to
create, curate, and share content in ways not previously possible, Maine can challenge and
engage them as never before.
Our enhanced solution for the next generation of MLTI is built on the Strategic Priorities of the
Maine Department of Education:
Effective, learner-centered instruction
Great teachers and leaders
Multiple pathways for learning achievement
Comprehensive school and community supports
Coordinated and effective state support
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 3
…and designed around the six key principles Apple has identified as essential to an ideal
learning environment:
1. Ubiquitous access to tools, resources, and content regardless of Internet tether
2. Understanding of 21st-century skills and outcomes
3. Relevant and applied curriculum
4. Informative assessments
5. Culture of creativity and innovation
6. Social and emotional connections with students
…to ensure that the MLTI remains focused on student outcomes rather than simply outputs.
We believe the State of Maine can employ our solution to fundamentally transform learning in
a manner consistent with its priorities. Learner-centered instruction, empowered teachers
sharing content, learning occurring in new environments and ways that involve the
surrounding businesses and communities—all coordinated through a value-added relationship
with content specialists at the Maine Department of Education. This proposal is a catalyst for
putting content where it matters most—at the point of learning.
All-New Capabilities, Built on a Solid Foundation
Apple’s approach to this opportunity is not an incremental enhancement—it’s a quantum leap
forward. This leap, however, is built on a rock-solid 10-year foundation of knowledge,
relationships, professional development, and teamwork. Our approach leverages the skills that
Maine teachers already possess, and adds a new set of tools and constructs that extend teacher
and learner opportunities in ways not previously possible.
Apple’s MLTI proposal represents a ”yes AND” philosophy, rather than focusing on the lowest
common denominator. Over the last decade, Maine teachers and learners have learned to
expect a lot from their MLTI hardware and software tools. We envision all of the capacity of the
current MLTI and available cloud-based services, overlaid with a new generation of content
creation and curation capabilities.
With this proposal, Apple is committed to delivering the most innovative mobile devices,
engaging content creation and curation tools, outstanding professional development, and
legendary service and support. Apple’s solution gives Maine teachers the tools they need to
engage all students and deliver the right content—whenever and wherever they need it.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 4
Apple’s Next Generation MLTI Mobile Device Offering
Apple is proposing an integrated, blended learning environment for all participating Maine
schools, comprised of the following:
Users
Distribution
Device Solution
Teachers
Grades 7–12
13-inch MacBook Air
AND iPad mini
Students
Grades 7–8
(and other opt-in grades)
iPad with Retina display
Apple’s blended solution is based on our pedagogical understanding of the roles and
responsibilities of educators and learners. The role and responsibility of the educator is to
support student achievement through the creation and curation of effective learning materials,
differentiated in accordance with each learner’s individual needs. The learner is responsible for
thoughtfully engaging with content, and creating diverse artifacts that provide evidence of
their mastery of skills, concepts, and content in general. The suite of hardware and software
tools that we are proposing, along with comprehensive professional development,
infrastructure, and support resources, will assure that MLTI evolves into a content-rich, shared-
resource environment that puts learners at the center of their own learning.
Teachers Grades 7-12: 13-inch MacBook Air AND iPad mini
By combining the comfort and familiarity of the MacBook with the latest Intel processor, a
dependable solid-state hard drive, long battery life, no moving parts and a rock-solid
operating system, the 13-inch MacBook Air will provide teachers with a dynamic
instructional tool that’s reliable, secure, and easy to use. MacBook Airs will include iWork
and iLife to provide powerful suites of digital content creation apps that enable teachers to
design and conduct more engaging and individualized lessons.
The MacBook Air will provide a seamless transition for Maine teachers, leveraging 10 years
of experience and professional development, with opportunity for immediate growth in this
next generation of the MLTI. With their lesson plans, presentations, resources, and skills
ready to go, coupled with new opportunities to leverage online resources and apps from
across Maine and the globe, teachers won’t miss a beat.
Inclusion of an iPad mini for every teacher will ensure that teachers have a device similar to
their students—albeit smaller and more mobile. This will allow them to deploy customized
content solutions to their students via innovative tools like iBooks Author, iTunes U Course
Manager, and a variety of available collaborative apps that allow for screen sharing, polling,
assessment, and much more. For more information on included apps, please refer to
Section 6.6.1.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 5
Students Grades 7-8 (and other opt-in grades): iPad with Retina display
Students will receive the newest iPad with Retina display. iPad inspires creativity and hands-
on learning with features not found in any other educational tool—and in a device that
students really want to use.
The iPad’s Retina display makes everything look crisp and lifelike with razor sharp text and
vibrant colors. The iPad is incredibly thin and light, measuring just 0.37 inch thin and
weighing less than 1.5 pounds. This means lighter backpacks and potentially fewer printed
textbooks. The iPad has a rugged aluminum unibody construction, no moving parts, a 9.7-
inch Multi-Touch display, up to 10 hours of battery life, dual cameras, instant on and
accessibility for all learners.
iPad = “Yes AND”
iPad delivers a “yes AND” capability that ensures teaching and learning has maximum flexibility
and content richness. iPad isn’t limited to running only browser-based applications or Google
Apps for Education; right now at the App Store, there are more than 20,000 educational apps
for all kinds of learners, covering everything from science to sign language. Apple Apps such as
Pages, Keynote, Numbers, iMovie, and GarageBand are included. These apps enable students to
create rich, engaging projects that can be shared easily across the school or across the state.
After 10 years of MLTI, Maine students are familiar with the potential of technology and expect
the rich toolbox of digital creation and collaboration tools that iPad delivers.
Learning Unleashed
iPad apps expand the learning experience both inside and outside the classroom. Because the
iPad isn’t dependent on the Internet for access to apps, content, or full functionality, the iPad is
a true 24/7 mobile learning device. Whether it’s in the hands of a student in the mid-coast
using an iPad offshore on a service learning project, or a student at a home in rural Maine
without Internet access, the iPad has the capacity to drive learning without relying on a tether
to the cloud.
Instruction Unleashed
By including Apple TV in this proposal, MLTI classrooms will be taken to the next level of
mobility. In a traditional 1:1 setting the teacher has been tethered to their projector in order to
share digital content with the class. If a student wanted to share a piece of work they needed to
find their way to the projector cable and "plug in." With Apple TV the teacher can move freely
around the room, projecting their full screen from anywhere, and students can do the same, all
in a secure password-protected video sharing environment—which means less disruption,
more classroom interaction, and more instructional minutes.
Innovative Tools for Creating, Curating, and Distributing Content
Apple has invested time, resources, and money to build an entire ecosystem around the
creation and distribution of education content. Apple has a dedicated Education Content team,
in addition to Worldwide Developer Relations, that works actively with educational publishers,
assessment providers, SIS and learning management system developers, and the broader
education software developer community to help bring great education content solutions to
iOS and OS X.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 6
iTunes U for iPad
iTunes U is the world’s largest online catalog of free education content. Students can learn a
new language, study Shakespeare or discover the cosmos on iTunes U, home to more than
500,000 free lectures, videos, books, and other resources. Among the hundreds of colleges,
universities, and elementary and high schools on iTunes U, you’ll find content from Stanford,
Yale, MIT, Oxford, and UC Berkeley, along with other distinguished institutions, such as MoMA,
New York Public Library, the Maine Department of Education, and more. Content appropriate
for every grade level exists in a high-quality, easily accessible format.
iTunes U provides the best way to create and teach a course on iPad, giving teachers tools to
bring all of this amazing content together in a single app for their students.
The free iTunes U app gives students access to all the materials for their courses in a single
place. From right within the app, students can play video or audio lectures. They can read
books, view presentations, and launch apps, see a list of all the assignments for the course, and
check them off as they’re completed. When teachers add a resource, send a message or create
a new assignment, students receive a push notification with the new information.
Maine’s Foxcroft Academy provides a real-life example of what a small but technologically
empowered school can deliver to its learners. In a few short months, Foxcroft has created
several of the most popular online courses in the world through their iTunes U portal. The
capacity to share similar opportunities with all of Maine’s schools presents an opportunity to
drive the MLTI to a new level that focuses on content, creation and collaboration to build a
learning ecosystem that empowers all students. Distances and zip codes will not prevent
students from accessing quality learning opportunities created and curated by Maine teachers.
We believe these new content and creation tools have the power to open new opportunities
for all learners. As part of our commitment to delivering a scalable, sharable content resource,
we will focus one of our professional educators on the role of training teachers to populate the
ecosystem and developing and curating content for the Maine DOE’s iTunes U portal. This will
create a robust, sharable repository of Maine-created resources, iBooks, and iTunes U courses
that educators across Maine and the world can access and use in their own classrooms.
iBooks Author
Available free on the Mac App Store, iBooks Author is an amazing new app that allows teachers
to create beautiful Multi-Touch textbooks—and just about any other kind of book—for iPad.
With galleries, video, interactive diagrams, 3D objects, and more, these books bring content to
life in ways the printed page never could. The good work done by a teacher in Madawaska can
easily be shared with the teacher in Berwick, creating a Maine learning network that retains
local control yet drives sharing and collaboration to improve content and instruction.
iBooks Textbooks
The three major publishers in the US K12 school market—Pearson, McGraw-Hill, and Houghton
Mifflin Harcourt—are collectively responsible for over 90% of textbook content used by the 50+
million K12 students across the U.S. All three have signed agreements to create iBooks
textbook versions of their most popular national and Common Core high school textbook titles
and have major titles available in the iBookstore today (not included in our per seat cost).
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 7
These iBooks textbooks are made with iBooks Author, an easy-to-use Mac app that gives
publishers, authors, and teachers the ability to make rich, interactive books for iPad. These
books contain interactive widgets like photo galleries, movies, Keynote presentations, HTML5,
review questions, and 3D objects. By Spring 2013, schools will be able to purchase iBooks
textbooks for virtually every high school core subject area. Educators can choose to use titles
from smaller publishers as well; these titles range from core subjects such as calculus, to
subjects relevant to middle school curriculum, to non-core subjects such as introductory
Spanish, economics, and personal finance.
Taking the Next Step
The content and curation tools described above work well with the content resources being
used in Maine schools today. Teachers can incorporate lessons, e-Books and videos from Khan
Academy, NOAA, the CK-12 Foundation, and many other open education resources. We believe,
however, that the addition of iPad will bring many new opportunities that will excite teachers
and engage learners. We look forward to partnering with the State to drive the creation of this
learning ecosystem.
iPad apps are expanding Apple’s learning ecosystem both inside and outside the classroom.
eBackpack, included in Apple’s solution, is a great example. eBackpack allows students to share
and submit their work. It provides a simple yet iterative workflow to improve and ease
communications between students and teachers, accelerating teacher feedback and the
grading process. This process occurs in a secure environment, and allows teachers to maintain a
strong and clear organizational structure defined by both class and assignment.
Professional Development
Apple Professional Development (APD) brings educational experience and curriculum
knowledge to every workshop delivered. With over 10 years of collaborative work in Maine,
APD offers not only classroom experience and trained educators, but also comprehensive
professional development focused on supporting classroom teachers, as well as building and
district leaders.
The comprehensive Professional Development plan outlined in this response focuses
on teaching and learning best practices underpinned by a long-term association with the SAMR
Model learned from the work done with MLTI. An emphasis on hands-on, engaging learning is
foundational to the offerings outlined from Apple Professional Development. Whether through
the use of online resources from iTunes U, face-to-face engagement in a traditional workshop
setting, classroom coaching and mentoring, or as part of the Leadership Cadres, Apple’s
comprehensive Professional Development plan is ready to take Maine educators to new levels
of capability and effectiveness.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 8
Project Management
People and teamwork, not hardware and software, ultimately determine the success of large-
scale education technology initiatives. That’s why project management services are
indispensable to any such endeavor. Apple’s MLTI project management team is known and
seen in every corner of Maine. Our relationships run deep with everyone from superintendents
and principals to teachers and students. We’ve helped the Maine Department of Education
evolve the program from concept to reality, working day in and day out to support Maine’s
vision. Built on a foundation of trust and expertise, our team is established, in place, and ready
to go.
Cisco Wireless Networks
Apple is once again working with Cisco Systems, the industry leader in wireless networking. The
Cisco networks incorporated into our 2009 MLTI solution have been highly regarded by the
school population, and we look forward to enhancing these networks in this iteration of our
proposal.
Cost Summary
Apple is pleased to offer Maine this next generation MLTI solution at $217.00 per seat per year
as described in its completed Appendix B—Cost Proposal Form.
Additional Participating States
This proposal also provides Tier 2 pricing as a demonstration of our commitment to other
established and potential MLTI participating states. To that end, we hope to engage Hawaii,
Vermont, Massachusetts, Montana, New Jersey, Oklahoma, South Carolina, and other
participating states in “discovery dialogs” following the conclusion of this RFP process. These
dialogs will help us establish the understanding necessary to develop individualized strategies
and solutions for each participating state, just as we have for Maine.
Conclusion
Over the past decade, the MLTI has set an inspiring example for the nation and the world.
Apple is extremely proud of the role it has played in the MLTI, partnering with Maine, its
students and educators to deliver and integrate products, processes, and support needed to
successfully implement such a bold initiative.
Through this proposal, Apple seeks to empower the individual genius of all learners and
enhance Maine’s leadership role. Apple has the history, innovation, and commitment to take its
partnership with Maine to new levels of excellence. Because of the established relationship,
trust, and expertise we share with the State of Maine, our team is uniquely prepared,
committed, and excited to take the next first step in this new journey. Thank you for the
opportunity to help transform education—in Maine, and beyond.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 9
SECTION I ORGANIZATIONAL QUALIFICATIONS AND EXPERIENCE
1. Description of the Organization
RFP Requirement
Apple Response
Present a detailed statement of qualifications
and summary of relevant experience.
Apple is uniquely qualified to deliver the next
generation of the MLTI thanks to our
technological and educational credentials.
These include our documented successes in
managing large scale, learner-centered
technology deployments throughout the
world.
Locally, Apple and the Maine Department of
Education have successfully delivered a
decade long project management effort in
growing and sustaining the Maine Learning
Technology Initiative (MLTI). Our management
of the MLTI has included technological
aspects, such as devices, wireless networks,
software image, warranty and support, as well
as the educational components of professional
development and training. Apple has been a
committed, capable and reliable partner with
the MLTI.
Over the past decade Apple’s dedicated
project team has supported more than 350
buildings, over 12,000 teachers and over
250,000 students across Maine. Additional
educational and technological
accomplishments include:
Supported the delivery of over 1,500
professional development events
Supported over 65,500 professional
development contact hours
Had over 5,500 participants attend the
annual student centered conferences
Conducted over 800 on-site school visits
Deployed over 150,000 iBooks/MacBooks
to students and teachers
Provided a custom image annually
Installed, updated and maintained over
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 10
RFP Requirement
Apple Response
350 individual wireless networks with zero
instances of significant network failure
Provided over 2,800 consecutive days of
uninterrupted successful operation for the
only state-wide 1:1 educational computing
initiative in the world
Maintained over 400,000 hours of server
uptime
Successfully backed up a petabyte
(1,000,000,000,000 kB) of student and
teacher data
Had zero data loss and zero interruptions
due to viruses or spyware
While no other project matches the scope of
what has been attempted and accomplished
in Maine, Apple has significant achievements
in other geographies and deployments to
reference. Many of these projects have a
particular focus on school transformation. For
examples that demonstrate our relevant
experience, please see our references in
Section I, Part 4.
If subcontractors are to be used, provide a list
that specifies the name, address, phone
number, contact person, and a brief
description of the subcontractors’
organizational capacity and qualifications.
Bell Techlogix
Wireless Network Installation & Support
Bell Techlogix is a leader in delivering Apple
Technology Services and solutions to
commercial and academic institutions on a
national basis. Bell has a dedicated education
team that supports and consults with K-12
schools and higher education institutions
regarding our full suite of training and
solutions that can help them implement,
integrate and extend the lifecycle of Apple
devices while optimizing their investments in
Apple technology. Our dedicated commercial
team supports enterprise, broadcast and
production organizations of all types and sizes
assisting them with warranty repair, IT
integration and managed services to ensure
they are up, running and productive. This
can include software and hardware
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 11
RFP Requirement
Apple Response
procurement, as well as advanced services
such as on-site deployment, managed desktop
support, remote help desk, hardware
maintenance, and IT asset lifecycle services.
Bell will utilize senior resources with
experience in implementing complex wireless
infrastructure solutions to deliver the 2013
MLTI wireless project in accordance with a
timeline and budget mutually agreed upon by
all parties. Additionally, Bell has leveraged the
approach and experiences from the
implementation of the initial MLTI wireless
initiative to design and develop this overall
project and proposal.
Bell’s depth of knowledge and experience will
play a critical role in planning and preparing
for this project and, equally important, this
experience will allow Bell to effectively adjust
and adapt to changes or issues in the field to
minimize the overall project impact. Bell’s
experienced team will be part of both the
Governance/Oversight team as well as the on-
site delivery personnel.
Don Imaizumi
Senior Vice President, Client Services
8888 Keystone at the Crossing — 17th floor
Indianapolis, IN 46240
317 715-6808
CREST Technologies, Inc.
Device Deployment Services.
As a national service provider for over 18 years,
CREST has built trusted relationships
throughout the country. These relationships
afford CREST some unique advantages,
including the ability to quickly secure
warehouse space in any major city in the U.S.
Specifically, within weeks CREST can “set up
shop” and build out a local presence. In the
State of Maine, CREST has access to secure
facilities in Portland and Bangor, and can
utilize these spaces to expedite deliveries;
ensuring strict project timelines are met.
CREST possesses the unique expertise and
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 12
RFP Requirement
Apple Response
experience to manage the complex logistics of
large-scale deployments. Its combined
experience handling the logistics of high-
profile corporate tours and success managing
large-scale deployments afford CREST the
required knowledge to successfully implement
the project plan outlined by Apple Professional
Services (APS).
Matt Mecum
11A Dana Hill Rd
Sterling, Ma 01564
978-422-6200 ext.151
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 13
2. Organizational Description and Qualifications
RFP Requirement
Apple Response
a. List the location of the Bidder’s corporate
headquarters.
Apple’s corporate headquarters are located at:
1 Infinite Loop
Cupertino, California 95014
Also, describe the current or proposed
location where services will be provided or
from which the contract will be managed.
Apple has a project office located on the
Pineland Campus in New Gloucester, Maine for
the project team members identified in the
organization chart. This office space will
facilitate project team communication,
collaboration, and training, as well as provide
quick access to the Apple MLTI Project
leadership.
Maine Project and Training Office
Pineland Campus
41 Campus Drive, Suite 301
New Gloucester, ME 04260
Apple Retail Store
Maine Mall
364 Maine Mall Road
South Portland, ME 04106
Maine Depot (maintenance facility)
30 Thomas Drive
Westbrook, Maine 04092
Additional Offices:
Corporate Headquarters
1 Infinite Loop
Cupertino, CA 95014
National Customer Support Center
12545 Riata Vista Circle
Austin, TX 78727
b. Attach documentation of any applicable
licensure requirements (or any specific
credentials required).
Apple Professional Services is not aware of any
licenses or permits legally required to fulfill its
obligations under any contract awarded as a
result of the State’s RFP. Should APS become
aware of such requirements, we will make
commercially reasonable efforts to attain
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 14
RFP Requirement
Apple Response
compliance.
c. Attach a certificate of insurance on a
standard Acord form (or the equivalent)
evidencing the Bidder’s general liability,
professional liability, and any other relevant
liability insurance policies that might be
associated with this contract.
Apple’s current Certificate of Insurance is
attached as Apple Appendix 1.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 15
3. Organizational Experience
RFP Requirement
Apple Response
Briefly describe the history of the Bidder’s
organization, especially regarding skills
pertinent to the specific work required by the
RFP and any special or unique characteristics
of the organization which would make it
especially qualified to perform the required
work activities.
For more than 10 years Apple has managed
the Maine Learning Technology Initiative
project, deploying and supporting more than
70,000 MacBook computers and wireless
networks in over 350 buildings across the
State of Maine. Built into our solution are
dedicated project managers, project
engineers, and professional development
leaders. We have invested in the necessary
resources and skill to manage this mission-
critical education initiative, and have
demonstrated our ability to support large-
scale technology-empowered learning
initiatives. Apple has the history, innovation,
and commitment to take our partnership with
Maine to new levels of excellence. Because of
the established relationship, trust, and
expertise shared between the State of Maine
and Apple, our team is uniquely prepared,
committed, and excited to take the next first
step in this new journey.
"I have been very impressed with Apple's
efforts over the past decade. The range of
support that the company has provided
has been extremely helpful. We have been
able to rely on Apple for everything from
hardware to installation to professional
development. This "soup to nuts"
approach has enabled the process to flow
smoothly and there has never been a
question as to who we needed to contact
for any type of support along the way. If
we encountered any kind of problem or
needed any type of assistance, the answer
has always been simple - call Apple!"
David W. Murphy, Ed.D.
Superintendent
MSAD #44
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 16
RFP Requirement
Apple Response
Include similar information for any
subcontractors.
Bell Techlogix
Wireless Network Installation & Support
Bell has been successful operating IT
environments for our customers and offers a
unique combination of experience,
qualifications and ability to execute in a cost
model that will provide exceptional value to
MLTI.
!
Bell’s Managed Services Portfolio is a
comprehensive end-to-end portfolio of
integrated services providing support
solutions for Infrastructure Management, End
User Computing, Enterprise Mobility
Management, and IT Life Cycle Services.
Bell’s Enterprise Architecture Management
(BEAM) platform provides our clients a support
infrastructure that is powerful, dynamic, and
secure and consistently delivers operational
excellence.
Bell’s Service Delivery Management model
offers governance, quality assurance and
ensures exceptional performance across all
service areas.
Bell has a proven track record of 25 plus years
as a leading IT solutions provider — evidenced
by numerous certifications from industry
leaders, prominent awards and most
importantly, client success stories including
the following:
Maine Learning Technology Initiative (MLTI)
2009 Wireless rollout:
236+ Site Surveys and 337 Schools
Deployment included
o Cisco Solution
o 337 Controllers
o 800+ Switches
o 5,400+ APs
6-month implementation schedule
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 17
RFP Requirement
Apple Response
Wiring Management
o 806 total closets (MDF/IDFs)
o 528 required a run to the MDF
o 278 used an existing run to the MDF
CREST Technologies, Inc.
Device Deployment Services
As a national service provider for over 18 years,
CREST has built trusted relationships
throughout the country. CREST has assisted
Apple Professional Services (APS) in providing
an unprecedented learning experience
through technology to tens of thousands of
students across the United States. CREST has
successfully deployed Apple technology to
hundreds of school sites within large districts
and single school sites within smaller districts.
CREST possesses the unique expertise and
experience to manage the complex logistics of
large-scale deployments. CREST’s combined
experience handling the logistics of high-
profile corporate tours, and success managing
large-scale deployments, affords us the
required knowledge to successfully implement
the project plan outlined by APS.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 18
4. Description of Experience with Similar Projects
RFP Requirement
Apple Response
Provide a description of five projects that
occurred within the past five years which
reflect experience and expertise needed in
performing the functions described in the
“Scope of Services” portion of this RFP. For
each of the five examples provided, a contact
person from the client organization involved
should be listed, along with that person’s
telephone number and email address. Please
note that contract history with the any states
on the Sourcing Team, whether positive or
negative, may be considered in rating
proposals even if not provided by the Bidder.
Please see references below.
Kansas City Public Schools Kansas City, KS
Contact Name
Contact Title
Contact Phone
Contact Email
Description
of Project
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 19
McAllen Independent School District McAllen, TX
Contact Name
Contact Title
Contact Phone
Contact Email
Description
of Project
Shoreline School District - Shoreline, WA
Contact Name
Contact Title
Contact Phone
Contact Email
Description
of Project
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 20
Prince Georges County Schools Upper Marlboro, MD
Contact Name
Contact Title
Contact Phone
Contact Email
Description
of Project
Rowan-Salisbury Schools Salisbury, NC
Contact Name
Contact Title
Contact Phone
Contact Email
Description
of Project
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 21
SECTION II SPECIFICATIONS OF WORK TO BE PERFORMED
1. Services to be Provided
1.1. Bidder Response to Service Specifications and Requirements
RFP Requirement
Apple Response
Part II, SCOPE OF SERVICES represents the
State of Maine’s specifications and
requirements for its Learning Technology
Wireless Classroom Solution. It also includes
the information required to be supplied by the
Bidder as part of its response to this proposal.
For each requirement in Part II, SCOPE OF
SERVICES, each Bidder must respond
appropriately. Failure of the Bidder to provide
completely the required information as
specified in each of the bullets below may
result in the Bidder’s proposal not achieving its
maximum scoring potential during the
evaluation process.
The appropriate response to some
requirements may simply be for the Bidder
to acknowledge and to agree to comply
fully with the requirement.
More typically, the Bidder must specify and
describe how its solution meets or exceeds
the requirements.
Each Bidder must also specify, describe and
clarify its proposal’s characteristics and
strengths as well as any weaknesses or
limiting factors.
Complete instructions are in Part IV,
PROPOSAL SUBMISSION REQUIREMENTS.
Apple has reviewed these requirements and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 22
2. Overview
RFP Requirement
Apple Response
Maine’s state learning technology plan enacted
by the Legislature in June 2001 must provide
for:
Portable computing devices for every 7-
12th grade student and teacher with
functional software appropriate to grade
level;
Obtaining basic research information and
databases;
An alternative equivalent value factor
option to school administrative units if they
meet the standards of the learning
technology plan;
Teacher technology and professional
development;
External and internal networks and
technical support;
Costs for replacement of portable
computing devices, servers and other
equipment; and
An evaluation component.
Not all of these items are included in this RFP.
Please see Part II, Section 4, Services Provided
by Other Entities for general information, and
Appendix E, State Profiles, for descriptions of
state-specific services provided by other
entities.
A copy of Maine's state learning technology
plan may be downloaded at:
http://maine.gov/mlti/resources/history/mlterpt.pdf
This plan led to the successful creation of the
Maine Learning Technology Initiative (MLTI)
that has provided notebook computers to
every 7th and 8th grade students in Maine
public schools since the 2002-2003 school year.
The original MLTI solution was procured via a
Request For Proposals (RFP) that led to the
Apple has reviewed this information and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 23
RFP Requirement
Apple Response
deployment of over 36,000 notebook
computers, the installation of over 230 wireless
802.11b networks, and hundreds of hours of
professional development for teachers, school
administrators, and technology support
personnel. In 2006, a second RFP was issued
that led to the deployment of over 45,000
notebook computers, the installation of new
802.11b/g wireless networks, and hundreds of
hours of professional development. Prior to the
expiration of the second contract, the State of
Maine renegotiated the agreement to allow for
the expansion of the program to Maine's high
schools. In 2009, MLTI deployed nearly 75,000
notebook computers to its middle schools and
over half of Maine's high schools, installed new
802.11 b/g/n wireless networks, and again
provided hundreds of hours of professional
development.
This RFP seeks the next generation solution for
the Maine Learning Technology Initiative. In
addition, working collaboratively with NASPO,
it seeks to broaden the opportunity for other
states to implement similar solutions for
schools across the country. With the wide
adoption of the Common Core State Standards
and the development of the Next Generation
Science Standards, the opportunity for States
to collaborate and share is vast. The learning
targets are the very much the same in many
states. However, just as good teaching requires
personalization to meet a student's needs, the
implementation of a 1:1 program will require
some personalization to meet each state's
needs. Throughout this RFP, Bidders are asked
to respond to functional requirements and
other provisions of the RFP. In many places,
Bidders are not specifically asked for responses
specific to Maine or any state in particular.
These are areas that the sourcing team
believed to be general and applicable to all. In
other places, Bidders will find specific
instructions or descriptions specific to Maine or
another sourcing team state (Hawaii or
Vermont). This RFP seeks Bidders able to
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 24
RFP Requirement
Apple Response
provide both a dependable, robust solution
and the flexibility to tailor certain aspects to
the individual needs of states.
2.1.
Maine Education Strategic Plan
The MLTI is a critical component of a
larger system envisioned by Maine's
Education Strategic plan, "Education
Evolving: Maine's Plan for Putting
Learners First" (http://www.maine.
gov/doe/plan/). The plan is shaped
around five core priority areas that
address the various elements of
building an education system focused
on the needs of all learners:
Effective, Learner-Centered
Instruction
Great Teachers and Leaders
Multiple Pathways for Learner
Achievement
Comprehensive School and
Community Supports
Coordinated and Effective State
Support
Bidders should consider the Plan as it
designs its solution.
Apple has designed its solution in accordance
with the core priority areas of Maine’s
Strategic Education Plan.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 25
3. Scope of Procurement: Learning Technology Wireless Classroom
RFP Requirement
Apple Response
The awarded Bidder(s) must provide a solution
that is both functionally complete and cost-
effective. The Provider must demonstrate the
ability, capacity, and flexibility to collaborate
successfully and actively with the participating
state, as well as schools and any other state
partner that may wish to be involved, through
its own participating addendum.
Apple has taken these requirements into
account in the design of its proposed MLTI
solution.
3.1.
Maine Scope of Procurement
In order to secure the vision
described in Part II, the State of Maine
seeks to procure services that would
provide personal, portable computing
devices with suitable basic
applications and functionality for all
7th through 12th grade students and
teachers. In addition to these devices,
the State of Maine seeks to procure
installed or upgraded wireless
networks for all participating middle
and high schools as necessary,
appropriate server capacity,
professional development and
technical support. The procurement
sought will also include a number of
optional schedules for equipment or
services that local school units or
other entities may choose to take
advantage of at their own
Apple has reviewed this information and
confirms its understanding thereof.
3.2.
Hawaii Scope of Procurement
Digital Materials Using Tablets and
Laptops
Hawaii’s “Digital Materials Using
Tablets and Laptops” approach
means that the state will separately
purchase curricular materials with a
digital component. To ensure all
students are able to access the digital
components of the curriculum, the
state is currently planning to
Through years of working closely with Hawaii
DOE schools, administrators, Technology
Coordinators, and Complex Area leadership
teams, we have developed strong
relationships throughout the state. We look
forward to working with the Hawaii DOE to
develop a robust solution that includes critical
elements of success, such as professional
development, professional services, and
technical support.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 26
RFP Requirement
Apple Response
purchase tablets for elementary and
middle grades and laptops for grades
9-12. Digital materials are easily
updated at little to no cost and
leveraging statewide buying power
will also result in lower per-unit costs.
The purchase of a digital curricular
package will include professional
development and technical assistance
from the publisher and the contract
to purchase tablets will also include
corresponding technical assistance to
complement the curricular package.
Finally, the devices will serve multiple
purposes as the end of course exams,
bridge HSA (Hawaii State
Assessment), and Smarter Balanced
assessments will all be computer-
based and delivered online.
In recent years, Apple has collaborated with
many schools on O’ahu and neighboring
islands to develop and deliver teacher and
administrative workshops, professional
development, and technical workshops and
training to hone knowledge on integrating
technology into school and classroom
instructional practices. An example of an
ongoing initiative that continues to expand
and evolve is the Pearl City-Waipahu Complex
Area annual Megatrends showcase. The initial
goal of the showcase was to have each school
develop a project of choice in which
technology was the primary tool used to
present student work. This past year, schools
displayed multiple projects that demonstrated
the depth of their learning and sophistication
in using technology adeptly for rich
multimedia presentations. The participants
spanned elementary through high school,
including ELL and SPED students. Participants
demonstrated how the projects were designed
and developed and how they met the DOE’s
General Learner Outcomes.
Apple welcomes the opportunity to meet with
the Hawaii DOE leadership team and the key
stakeholders in this initiative—members of the
Board of Education, stakeholder business
partners, and representatives of the Governor’s
office— to develop a customized solution that
meets the unique needs of the Hawaii student
population, the technical support needs of an
island location, includes a professional
development plan that builds capacity within
schools, and addresses other considerations
such as Act 51 and Governor Abercrombie’s
New Day Initiative.
Based on the DOE's three-year phase-in
commitment of 60,000 devices per each of the
three years, Apple’s intent is to develop a
deployment plan that would allow the State to
participate in a customized 1:1 with pricing
similar to the Tier 1 pricing in the Maine
response.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 27
4. Services Provided By Other Entities
RFP Requirement
Apple Response
This subsection describes in general terms the
services critical to the success of the statewide
initiative that are provided in whole or in part
by an entity other than the Provider. As
described in this section, the Bidder will be
responsible to coordinate the design and
deployment of the bid solution in order to
appropriately complement and leverage these
activities or resources. Some of these items are
described more fully hereafter in conjunction
with the relevant specifications. Note that this
list is not exhaustive.
Apple has reviewed this information and
confirms its understanding thereof.
4.1.
Building Preparedness
Each local school unit that opts to
participate in this program shall be
responsible to ensure minimum
building readiness for the installation
of the bid solution. The local school
unit shall address structural issues,
construction/ renovation, abatement,
and electrical wiring needs, based on
specifications supplied by the
Provider. The bid solution should be
designed to minimize necessary costs
of building preparation.
Apple has reviewed this information and
confirms its understanding thereof.
4.2.
Connectivity and Adequate
Bandwidth to Each School Building
Each local school unit that opts to
participate in this program shall be
responsible to ensure adequate
bandwidth and connectivity to the
school facility. The bid solution
should be designed to minimize the
need to upgrade the available
bandwidth at each school. Bidders
should note minimum bandwidth
requirements to best implement the
proposed solution in its response in
Section 6.6.8, Cloud Requirements.
Apple has reviewed this information and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 28
RFP Requirement
Apple Response
4.3.
Home Access to the Internet
Educators and students who
participate in this program are
individually responsible for providing
Internet access at home. It is beyond
the scope of this RFP to seek home
Internet connectivity for individual
users while away from the wireless
infrastructure described in Section 7,
Network Connectivity and
Infrastructure.
Apple has reviewed this information and
confirms its understanding thereof.
4.4.
Content, Assessment, and
Integration
Many states are “local control” states
with regard to curriculum and
selection of instructional materials.
State content standards describe
what children should know and be
able to do at each grade span. Many
states have adopted the Common
Core State Standards for English
Language Arts and Mathematics. In
addition, it is anticipated that many
will adopt the Next Generation
Science Standards in the future upon
their completion. However, in local
control states, local school units and
classroom teachers are left with
academic freedom to design lessons
and select materials. Although the
Bidder may include options for
services regarding content,
assessment tools, and other materials,
any such services should be premised
on a system of locally developed and
selected curriculum, instruction and
assessment.
Apple has reviewed this information and
confirms its understanding thereof.
4.5.
Primary Research Databases
Many states have centralized,
coordinated access to online and
electronic content, databases, and
other similar resources. While the
Sourcing Team is interested in
Apple has reviewed this information and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 29
RFP Requirement
Apple Response
options for services regarding
content, these should not be
included in the per seat cost of the
solution, but rather offered as
optional purchases for each state to
consider within the context of its own
state.
4.6.
Program Evaluation and Assessment
Each participating state will make
provisions outside the scope of this
Request for Proposal for outside
analysis and evaluation of the impact
and success of the project. The
Provider should be prepared to
supply its required reports and
documents in a time, manner, and
format specified by the participating
state that will enable adequate
program evaluation.
Apple has reviewed this information and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 30
5. Participation by Schools
RFP Requirement
Apple Response
It is assumed that participation at the school
level within any state that elects to participate
in this program will vary significantly based on
numerous differences in state policies and
funding.
Apple has reviewed this information and
confirms its understanding thereof.
5.1.1.
Maine school participation
All two hundred six (206) Maine
middle schools (grades 7-8) are
eligible to participate in the program.
Since the inception of the program,
100% of Maine middle schools have
participated in the program. It is
estimated that one hundred twenty
(120) Maine high schools (grades 9-12)
are eligible to participate in the
program. Starting in 2009, 55% of
Maine high schools have been
participating in the program. The
number of classrooms and students
within schools varies widely. Maine
has many small, rural schools. A
significant proportion – roughly 48% –
of the schools that serve 7th and 8th
grade students are K-8 elementary
schools.
Maine is a strong “local control” state.
Although Legislature and the
Department of Education provide
statewide policy direction, each of
Maine’s 230 school units, organized on
a municipal or regional basis, has an
elected school board with general
statutory responsibility for policy and
operational oversight of each school.
The State will pay for participating
middle schools including student and
eligible staff seats as well as wireless
networks. The State will also pay for
participating high schools including
eligible staff seats and wireless
Apple has reviewed this information and
confirms its understanding thereof, with the
clarification that the proposed per seat pricing
offered in the response will potentially vary
for schools that choose to opt-in to the
program after the initial opt-in window due to
shorter payment cycles and potential
technology changes.
Eligibility criteria for wireless networks as part
of the Apple solution are identified in the Cost
Proposal.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 31
RFP Requirement
Apple Response
networks, but not student seats. Local
school districts are responsible for the
costs of student seats for students at
participating schools in grades other
than grade 7 or grade 8. It is expected
that many Maine schools serving
grades K-6 will also wish to participate
in this program. Please see Section
6.8.1, Pricing Schedule for Additional
Educational Groups for more
information about Maine K-6 schools.
All devices for participating Maine
public schools, regardless of the grade
level served, will be purchased by the
Department of Education under the
resulting Agreement. For students or
staff that do not meet the eligibility
requirements, the Department will
invoice the schools directly for
reimbursement to the Department.
Therefore, all invoicing and payments
for Maine public schools will be done
solely with the Department.
While it is expected that all of Maine
middle schools and most Maine high
schools will participate in the
program, schools will do so on an opt-
in basis. Every public middle school in
the State participated in the first,
second, and third MLTI deployment.
Additionally, some Maine elementary
and private/independent schools
elected to participate at local cost.
However, some school units may elect
not to participate. Other school units
may elect for an alternative
deployment. It is anticipated that
schools that do not opt-in initially
would retain the right to opt in, at a
minimum for Year 2 (the 2014-15
school year). Based on the solution
proposed by the winning Bidder, the
Department will require in May 2013 a
formal statement of intent to
participate from school units.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 32
RFP Requirement
Apple Response
5.1.1.1.
Maine Alternative Deployments
Maine middle schools may also
elect to participate in an
alternative one-to-one
deployment, using different
devices or configurations than that
provided by the State-funded
solution from the Provider. This
alternative deployment could
utilize an optional cost schedule
for upgrades or enhancement
offered by the Provider, or the
school unit at its discretion could
utilize equipment or services from
some other vendor. If a school’s
alternative deployment satisfies
criteria to be established by the
Department, the State would
provide to that school – for those
service components that are
susceptible to disaggregation —
funds equal to the component(s)
of the State-funded solution. The
local school unit would have sole
responsibility for any additional
costs, beyond the State-funded
solution, associated with the
alternative deployment.
Apple has reviewed this information and
confirms its understanding thereof.
Eligibility criteria for wireless networks as part
of the Apple solution are identified in the Cost
Proposal.
5.1.2.
Hawaii school participation
All Hawaii Department of Education
public schools are expected to
participate in this program. The
Hawaii Department of Education
consists of approximately 260 unique
schools with a total enrollment of
approximately 175,000 statewide. The
procurement of these devices is
expected to be phased over a three-
year period, with five new complex
areas (districts) added each year.
Hawaii estimates it will deploy devices
to approximately 60,000 students and
staff annually until the third year of
implementation, when essentially all
Due to the phased three-year approach
outlined by the DOE and the rapid pace of
change in technology, the State’s technology
implementation must be able to
accommodate technical, professional
development, resource, and budgetary needs
as appropriate over time to ensure the
success of the initiative continues beyond the
initial deployment.
Based on the DOE's three-year phase-in
commitment of 60,000 devices per each of
the three years, Apple’s intent is to develop a
deployment plan that would allow the State
to participate in a customized 1:1 with pricing
similar to the Tier 1 pricing in the Maine
response.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 33
RFP Requirement
Apple Response
staff and students statewide have a
device. Procurement will be subject to
availability of funds. This phased
approach was chosen as opposed to a
grade level approach because it
honors the commitment to a K-12
construct and powerful K-12
articulation. By allowing Complex Area
Superintendents and principals to opt
in to the phases we are more likely to
have those who are willing and able
be early implementers and therefore
lead the way to a more successful
implementation. Selection of
Complexes or Complex areas will be
made by the office of the State
Superintendent, and will be based on
technology readiness, leadership
readiness and staff readiness. Please
refer to Appendix E, State Profiles —
Hawaii for technical readiness details.
5.1.3.
Vermont school participation
Presently, Vermont does not have
statutory guidance for participation in
this program. As such, it expects
participation from schools serving
students across all grade levels, K-12,
based upon local decision-making.
Additional Participating States
Apple's education mission is to transform
teaching and learning by providing a
personalized learning environment that
supports creativity, collaboration, innovation,
and critical thinking. We are committed to
helping learners in every state attain the same
degree of success that Maine’s students have
achieved over the last 10 years through the
State’s Learning Technology Initiative.
The partnership between Apple and Maine
has resulted in a customized approach to
teaching and learning that precisely aligns to
the specific goals, resources, and standards of
the State’s educational system. We believe
this kind of partnership is essential to the
success of any large-scale education
technology initiative. Accordingly, we
welcome the interest that Hawaii,
Massachusetts, Montana, New Jersey,
Oklahoma, South Carolina, and other states
have expressed in leveraging the MLTI model.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 34
RFP Requirement
Apple Response
Our experience with MLTI and other large
initiatives has taught us that there is not a
"one size fits all" solution that meets the
needs of every customer; rather, unique needs
require unique solutions. With its innovative
education ecosystem, dedicated education
sales and support teams, and over 30 years
experience in the use of technology to
enhance teaching and learning, Apple is
uniquely qualified to help each state envision,
plan, deploy, and maintain an optimized
learning solution customized around its
specific needs and goals.
In addition to Tier 1 pricing for the State of
Maine, Apple’s proposal provides Tier 2
pricing as a demonstration of our
commitment to forging fruitful, enduring
partnerships with other established and
potential MLTI participating states. To that
end, we propose that Apple engage Vermont,
Massachusetts, Montana, New Jersey,
Oklahoma, South Carolina, and other such
states in “discovery dialogs” following the
conclusion of this RFP process. Through these
dialogs, we can establish a comprehensive
understanding of each state’s specific vision,
goals, requirements, and constraints. This
understanding will enable Apple to develop
individualized strategies and solutions for
each participating state, just as it has for
Maine.
5.2 Opt-in
RFP Requirement
Apple Response
Participating states will coordinate with the
Provider and its local schools to determine
participation. Schools will be required to opt-in
to the program by agreeing to terms and
conditions between the state and the local
school system. These terms and conditions will
vary from state to state. The Provider is
Apple has reviewed this information and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 35
RFP Requirement
Apple Response
expected to assist participating states with the
dissemination of information about the
solution in order to ensure that local schools
make informed decisions.
5.2.1.
Maine Opt-in
It is anticipated that the Maine
Department of Education will require
a formal opt-in from its schools no
later than May of 2013. The timing of
the opt-in may vary based upon the
Bidder's solution.
Apple has reviewed this information and
confirms its understanding thereof.
5.2.2.
Hawaii Opt-in
It is anticipated that Hawaii schools
will participate on an opt-in basis.
Because Hawaii schools will rely on
state funds to be able to participate
in this program, it is expected that
State leadership will ultimately
determine schools, complex, or
complex area participation in the
program.
Selection of schools in Complexes or Complex
areas will be made by the office of the State
Superintendent, and will be based on
technology readiness, leadership readiness,
and staff readiness. Knowing the minimum
readiness criteria in each of these areas will be
helpful in creating appropriate professional
development, technical resource, and support
plans for each phase. The depth and breadth
of Apple’s offerings and services in these areas
will complement the DOE solution to address
school-specific needs as they are identified.
Based on the DOE's three-year phase-in
commitment of 60,000 devices per each of the
three years, Apple’s intent is to develop a
deployment plan that would allow the State to
participate in a customized 1:1 with pricing
similar to the Tier 1 pricing in the Maine
response.
5.2.3.
Vermont Opt-in
It is anticipated that Vermont schools
will participate on an opt-in basis.
Because Vermont schools will rely on
local funds to be able to participate in
this program, it is expected that not
all local schools or districts will elect
to participate in the program.
Please refer to Apple’s response to RFP Section
5.1.3., titled “Additional Participating States.”
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 36
5.3 Full Deployment
RFP Requirement
Apple Response
All participating schools that opt in initially are
required to be fully deployed for the start of
the 2013-2014 school year. Schools that opt in
at a later date would be deployed as soon as
practicable.
Apple has reviewed this information and
confirms its understanding thereof.
5.3.1.
Maine Deployment
Bidders should note that some
schools in the Aroostook County
region of Maine begin school in early
August. The Department will
coordinate with the Provider to
prioritize deployment and
installations based upon the various
Maine school system calendars.
Apple has reviewed this information and
confirms its understanding thereof.
5.3.2.
Hawaii Deployment
Bidders should note that some
schools Hawaii begin earlier in the
year than most other states (July
29th). Training would theoretically
need to be done in June/early July.
Apple has reviewed this information and
confirms its understanding thereof.
5.3.3.
Vermont Deployment
Ideally, delivery of devices would take
place in May or June of 2013 in
anticipation of the Fall semester.
Training would be done in June/July
to prepare for Fall semester.
Please refer to Apple’s response to RFP Section
5.1.3., titled “Additional Participating States.”
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 37
6. Personal Computing Device & Software Applications
RFP Requirement
Apple Response
A portable, wireless computing device will be
provided for each participating user in
participating schools. All devices will be
deployed in the first year of the program.
Participating users will be defined by each
State or local school.
Apple has reviewed this information and
confirms its understanding thereof.
6.1.1.
Maine Participating Users
All students in participating middle
schools (7th and 8th grade) will
participate in the program.
Additionally, all students in
participating high schools (9th
through 12th grade) will participate
in the program. If a school elects to
participate for other grade levels, all
students in that grade level will
participate in the program. Each
teacher, librarian, school
administrator, and technical
coordinator in a participating 7-12
school will participate in this
program. Personnel in these schools
not covered by the State's funding
may optionally participate if the local
school elects to pay the per seat cost
for those personnel.
Apple has reviewed this information and
confirms its understanding thereof. Per seat
cost will vary depending on whether the
school is purchasing the Teacher or Student
solution.
6.1.2.
Hawaii Participating Users
All grade levels will be eligible to
participate in the program. Schools
not centrally funded for program by
State's may, subject to state approval,
optionally participate if the local
school elects to pay the per seat cost
for those personnel and students.
Apple has reviewed this information and
confirms its understanding thereof. Schools
not centrally funded that elect to pay via their
Weighted Student Funds can optionally
participate at an agreed-upon per-seat cost,
which may include a leasing option at the
school level.
6.1.3
Vermont Participating Users
All grade levels will be eligible to
participate in the program. All
students may optionally participate if
the local school elects to pay the per
seat cost for those personnel and
Please refer to Apple’s response to RFP Section
5.1.3., titled “Additional Participating States.”
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RFP Requirement
Apple Response
students.
6.2. Device Quantities
RFP Requirement
Apple Response
6.2.1.
Teachers and Staff
Participating educators and school
personnel (which may include
teachers, librarians, school
administrators, technical
coordinators, and more) will be
equipped with a portable computing
device (hereafter referred to as the
“teacher’s” device). The teacher’s
device may be the same as the
student’s device or may be a more
fully capable device. Either way, the
teacher’s device must satisfy
educational and practical functional
goals in the classroom and for lesson
preparation.
Apple has reviewed these requirements and
confirms its understanding thereof.
6.2.1.1.
Maine Teachers and Staff
Classroom teachers in all content
areas, special education teachers,
literacy specialists, librarians and
itinerant teachers will all receive a
computing device. In addition,
school administrators including
principals, assistant principals,
special education directors,
technology directors, technology
integrators, and others will be
equipped with a portable
teacher’s device. The Department
will work with schools to
determine the exact number of
eligible staff for each school. In
2009, the Department’s initial
count for total eligible staff for
grades 7-12 was 11,869.
Apple has reviewed this information and
confirms its understanding thereof.
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RFP Requirement
Apple Response
6.2.1.2.
Hawaii Teachers and Staff
At a minimum, classroom
teachers in Math and Language
content areas, special education
teachers, literacy specialists,
librarians and itinerant teachers
will all receive a computing
device. Hawaii will ensure that all
classroom teachers will eventually
have a device. The Hawaii
Department will work with
schools to determine the exact
number of eligible staff for each
school.
Apple has reviewed this information and
confirms its understanding thereof.
6.2.1.3.
Vermont Teachers and Staff
Because of the local nature of this
opportunity, schools will
determine the teachers and staff
eligible to receive a portable
device. The recommendation
from the Vermont Department of
Education will include a device for
each teacher involved in the
building based 1:1 program with
additional devices available for
staff in other content areas that
are impacted by the 1:1
computing program.
Please refer to Apple’s response to RFP Section
5.1.3., titled “Additional Participating States.”
6.3. Students
RFP Requirement
Apple Response
Each student in participating schools will be
equipped with at least one portable
computing device. The educational
requirement is a minimum 1:1 ratio – at least
one device per student.
Apple has reviewed these requirements and
confirms its understanding thereof.
6.3.1.
Maine Students
The estimated number of Maine
students is summarized in Table A
Apple has reviewed this information and
confirms its understanding thereof.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 40
RFP Requirement
Apple Response
[page 21 of RFP]. This data is based
on the spring reported enrollments
(April 2012) for Maine public schools.
The anticipated program commences
in August 2013 with the Classes of
2014 through 2019. The actual
student enrollment numbers could be
higher or lower.
The count could be lower if some
eligible schools elect not to
participate. As described in Section
5.1.1.1 Alternate Deployments,
schools may also elect to participate
in an alternative 1- to-1 deployment
using different devices or
configurations than that provided by
the State-funded solution described
by the Bidder.
6.3.2.
Hawaii Students
The estimated number of Hawaii
students is summarized in Table B
[page 22 of RFP]. This data is based
on the statewide projected
enrollment for school year 2013-14.
Apple has reviewed this information and
confirms its understanding thereof.
6.3.3.
Vermont Students
The estimated number of Vermont
students is summarized in Table C
[page 22 of RFP]. This data is based
on a statewide projected enrollment
for school year 2013-14.
Please refer to Apple’s response to RFP Section
5.1.3., titled “Additional Participating States.”
6.4. Students with Disabilities
RFP Requirement
Apple Response
All students will receive a device except
students who are determined by an individual
education program (IEP) team to be unable to
benefit from learning technology equipment.
Apple has reviewed this information and
confirms its understanding thereof.
Please refer to Apple’s response to Section
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 41
RFP Requirement
Apple Response
Ideally, all learners should benefit from the
Bidder’s solution. The school unit will provide
additional adaptations, software, or peripheral
equipment from the Provider or another
vendor if necessary.
6.5.16. for more information on the robust
accessibility features built into Apple’s Mac
and iOS products.
6.5. Device Functional Requirements
RFP Requirement
Apple Response
Bidders must complete the Portable
Computing Device Specifications Summary
included in Appendix G – Additional Forms. If
more than one portable computing device is
included in the solution, Bidders must
complete one Summary Sheet per device.
Apple’s proposal complies with this
requirement.
6.5.1.
Assessment Compatibility
The solution must meet, and ideally
exceed the Hardware Purchasing
Guidelines published by the Smarter
Balanced Assessment Consortia
(SBAC) and the Partnership for
Assessment of Readiness for College
and Careers (PARCC).
Apple's fourth generation iPad running iOS 6
meets and/or exceeds recommended
minimum requirements for new purchases
issued by SBAC on December 4th, 2012 and
amended on January 7th, 2013:
Screen Size: 9.7 inches, which falls within
the required 10-inch class screen size
category and 2048 x 1536 resolution,
which exceeds the minimum resolution
requirement of 1024 x 768.
Headphones/earphones: A 1/8” (3.5-mm)
stereo headphone minijack, microphone,
and built-in speakers come standard on
the fourth generation iPad, meeting the
ELA and speech-to-text requirements.
Security: iPad running iOS 6 includes
Guided Access, which limits users to a
single app on an individual device, and
Single App Mode, which limits multiple
users to a single app either connected via
carts, or wirelessly via mobile device
management — meeting the requirement
to provide administrative tools and
capabilities to temporarily disable features,
functionalities, and applications that could
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 42
RFP Requirement
Apple Response
present a security risk during test
administration.
Keyboards: iPad accommodates a wide
range of external, tactile keyboards that
can be connected wirelessly (via Bluetooth
4.0 pairing) to each device. Keyboards will
be provided to facilitate testing in the ratio
of one keyboard for every 10 student iPad
devices. This ratio was determined based
on the Smarter Balanced Strategy
Framework and System Requirements
Specifications released in December 2012,
allowing students to complete testing in
the three- to four-week window.
Network: iPad supports dual-band,
802.11n Wi-Fi, with theoretical download
speeds of up to 150 Mbps and is
backwards compatible with 802.11a/b/g,
all of which accommodate the minimum
requirements of 10-20 Kbps per student
simultaneously.
Apple's fourth generation iPad running iOS 6
also meets and/or exceeds recommended
minimum requirements for new purchases
issued by PARCC on December 21, 2012:
Memory: iPad includes the A6X chip with
quad-core graphics, which meets
minimum processor speed and memory
requirements.
Connectivity: iPad supports dual-band,
802.11n Wi-Fi, with theoretical download
speeds of up to 150 Mbps and is
backwards compatible with 802.11a/b/g,
all of which exceed the SETDA external
connection to the Internet
recommendation of 100 Kbps per student
or faster.
Screen Size: 9.7 inches, which falls within
the required 10-inch class screen size
category.
Screen Resolution: 2048 x 1536, which
exceeds the minimum resolution of 1024 x
768.
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RFP Requirement
Apple Response
Input Device Requirements: iPad
accommodates a wide range of external,
tactile keyboards that can be connected
wirelessly (via Bluetooth 4.0 pairing) to
each device that meet specified
keyboard/touch input requirements; and
accommodates other assistive
technologies (including 30 Bluetooth
wireless Braille displays) that can address
prospective PARCC assistive technology
requirements to be determined by June,
2013.
Headphone/Earphone and Microphone
Requirements: A 1/8” (3.5-mm) stereo
headphone minijack, microphone, and
built-in speakers come standard on the
fourth generation iPad, meeting the ELA
and speech to text requirements.
6.5.1.1.
Maine
Many Maine schools use the
Northwest Evaluation Association
(NWEA) formative assessment
tool. It is desirable that the
solution is compatible with the
NWEA tool.
The NWEA is actively moving towards offering
the Web-based MAP assessments platform on
the Apple iPad. The NWEA will be conducting
a fall 2013 pilot program to lock down any
items that may require further remediation
prior to a projected announcement of full iPad
support in Spring 2014.
Apple looks forward to collaborating with
NWEA to achieve full MAP assessment
functionality and ensure the best possible
experience for students using MAP on iPad.
For additional details, please refer to NWEA’s
letter of support in Apple Appendix 2 .
6.5.1.2.
Hawaii
Many Hawaii schools use the
Global Scholar Pinnacle
Instruction Learning
Management System as a
formative assessment tool. It is
desirable that the solution is
compatible with this tool.
For additional details regarding Pinnacle
Instruction Learning Management System for
iOS/iPad, please refer to Global Scholar’s letter
of support in Apple Appendix 2.
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RFP Requirement
Apple Response
6.5.2.
Device Connectivity
The device will be able to connect to
the Wi-Fi network and also be able to
also access the school’s pre-existing
local network, and the Internet,
wirelessly (via Wi-Fi) within the school,
home or other area outside the
school. The Bidder must describe the
device’s native connectivity capacity
as well as connectivity options
including those that may require
additional attachments and whether
these attachments are a part of the
proposed solution. The Bidder must
describe its wireless network
connectivity solution in detail in
Section 7, Network Connectivity and
Infrastructure.
Student Device: iPad with Retina display
32GB (4th Generation)
Built-in 802.11n Wi-Fi wireless networking
at 2.4 GHz and 5 GHz, IEEE 802.11a/b/g
compatible.
802.11n at 2.4 GHz and 5 GHz
MCS Index 7 / HD40 / 400ns GI
Bluetooth 4.0 technology
Teacher Tablet Device: iPad mini 32GB
Built-in 802.11n Wi-Fi wireless networking
at 2.4 GHz and 5 GHz, IEEE 802.11a/b/g
compatible.
802.11n at 2.4 GHz and 5 GHz
MCS Index 7 / HD40 / 400ns GI
Bluetooth 4.0 technology
Teacher Laptop Device: 13-inch MacBook Air
Built-in 802.11n Wi-Fi wireless networking
at 2.4 GHz and 5 GHz, IEEE 802.11a/b/g
compatible.
802.11n at 2.4 GHz and 5 GHz
MCS Index 15 / HD40 / 400ns GI
Bluetooth 4.0 wireless technology.
Optional (not included in price per seat):
Wired Ethernet connection with either (1)
Apple USB Ethernet Adapter or (2)
Apple Thunderbolt to Gigabit Ethernet
Adapter permits MacBook Air to be
connected via Ethernet to the Internet. The
USB adapter connects to the USB 2.0 port
and provides an RJ-45 connector that
supports 10/100BASE-T performance.
The Thunderbolt to Gigabit Ethernet
Adapter connects to the Thunderbolt port
and provides an RJ-45 connector that
supports 10/100/1000BASE-T networks.
Please refer to Appendix B, Cost Proposal
Form, Table 4 for part numbers and
pricing.
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RFP Requirement
Apple Response
6.5.3.
Device Portability
The device will be able to be carried
conveniently and easily by students
and teachers — either via a provided
carrying case or some built-in carrying
ability. The portable computing
device shall be lightweight. While the
Department will not mandate a
specific maximum weight, as a
guideline the Department would
prefer to see a device and all its
components that weighs six pounds
or less. In general, the lighter the
better.
Student Device: iPad with Retina display
32GB (4th Generation)
Even with so much power built into iPad, it’s
incredibly thin and light. From the A6X chip to
the Retina display, we had to engineer each
component to maximize performance while
minimizing size and weight. So at just 0.37
inch thin and less than 1.5 pounds, iPad isn’t
just capable, it’s portable, too.
Height: 9.50 inches (241.2 mm)
Width: 7.31 inches (185.7 mm)
Depth: 0.37 inch (9.4 mm)
Weight: 1.44 pounds (652 g)
Teacher Tablet Device: iPad mini 32GB
iPad mini is 23 percent thinner, 53 percent
lighter, and fits in one hand — yet it can do
everything an iPad can do. iPad mini isn’t just a
scaled-down iPad. We designed it to be a
concentration, rather than a reduction, of the
original. A refined unibody consolidates more
parts into one. A single-cell battery — the
thinnest ever made by Apple — takes up less
space, and lasts just as long. The iSight camera
is smaller, yet still takes 5megapixel photos
and shoots full 1080p HD video.
Height: 7.87 inches (200 mm)
Width: 5.3 inches (134.7 mm)
Depth: 0.28 inch (7.2 mm)
Weight: 0.68 pound (308 g)
Teacher Laptop Device: 13-inch MacBook Air
Even at less than an inch thin, MacBook Air
sets a very high benchmark — by making flash
storage standard. Flash chips are very small,
allowing MacBook Air to be incredibly thin and
light. Flash is also solid state, meaning there
are no moving parts. Which makes it reliable,
durable, and quiet. And because we place the
flash chips directly on the logic board, they
take up much less space — about 90 percent
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RFP Requirement
Apple Response
less, in fact. That creates room for other
important things, like a bigger battery.
Height: 0.11-0.68 inch (0.3-1.7 cm)
Width: 12.8 inches (32.5 cm)
Depth: 8.94 inches (22.7 cm)
Weight: 2.96 pounds (1.35 kg)
Actual weight varies by configuration and
manufacturing process.
6.5.4.
Device Durability
The portable computing device must
be highly durable and withstand
reasonable and normal daily use by
middle and high school students. It is
desirable that the device shall be
durable enough to withstand
occasional mishaps, and resist hazards
such as dust, dirt and spills – and still
function. It shall also have parts that
cannot be easily removed, tampered
with, or broken.
Apple’s longtime experience with the MLTI —
over 10 years — has contributed to ongoing
improvements in the design of our products.
Student and Teacher Tablet Devices: iPad
and iPad mini
Rugged aluminum unibody construction
Sold state flash storage
No moving parts
Minimal amount of port openings
Smoothly-rounded corners won’t snag on
clothing or backpacks
Fingerprint-resistant oleophobic coating
Teacher Laptop Device: 13-inch MacBook Air
MagSafe 2 connector
The MagSafe 2 power connector makes
charging the notebook’s battery easier than
ever by magnetically coupling the power
cord to the MacBook Air. The MagSafe 2
power connector safely disconnects from
the notebook when there is strain on the
power cord, helping to prevent the
notebook from falling off its work surface
when the power cord is inadvertently
yanked. This protects the system from
drops and safeguards valuable data and
media.
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RFP Requirement
Apple Response
Latchless design
MacBook Air opens and closes simply and
easily without the need for a latching
mechanism that could easily break with
heavy use.
Keyboard design
MacBook Air features a full-size keyboard
that is extremely comfortable to type on for
small or big hands. The unique design,
originally pioneered with the MacBook, fully
integrates the keyboard into the design
from inside the enclosure. The resulting
keyboard is firm, responsive to the touch,
and provides greater support.
Durable unibody
The unibody design, originally pioneered
with the original MacBook Air, provides
a simplified and highly durable structural
design with significantly fewer parts and
seams, crafted from a single piece of
aluminum. MacBook Air applies the
unibody design and manufacturing
principles not only to the bottom case, but
also to the display housing as well,
providing a total unibody design perfect for
life in the backpack and life on the go.
Flash storage
MacBook Air is designed entirely around
flash storage. Flash storage is perfect for
education because it is far superior to
traditional hard drives. Not only is it faster
— up to four times faster than traditional
5400rpm hard drives — it also allows for an
“instant-on” experience. When you open
the lid, or if the lid is already open, press a
button and MacBook Air is instantly on and
ready to use for note taking or working on
in-class projects. Even more important than
the performance provided, Flash has no
moving parts, which means that the drives
are more reliable than traditional hard
drives. As a result, Flash drives require
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RFP Requirement
Apple Response
fewer repairs, and with no moving parts
there is less risk of losing data should a
system be dropped inadvertently. This also
means that there is no need for a “sudden
motion sensor” found in the previous
MacBook, because there are no hard drive
heads to park in an attempt to preserve
data on impact.
Built-in feet
Simple but important, attention to detail
makes MacBook Air perfect for life in
schools. Securing integrated feet from
inside the system ensures that the feet will
stay in place. The rubber surface of the feet
ensures that MacBook Air stays in place on
a desk while typing, without moving
or sliding.
In order to provide necessary
protection for the device during
normal transport, the Bidder may
include an appropriate carry case.
Ideally the case would allow schools
to easily label cases for easy
identification (i.e. “All black bags look
alike”). Included cases shall be
included in the annual per seat cost
and shall be fully covered by the
Provider’s support and warranty
program as described in Section 9,
Warranty, Insurance, Damage and
Theft.
Smart Case for Student Tablet Devices
Each iPad will include an Apple Smart Case.
The iPad Smart Case covers the 9.7inch iPad
— both front and back — yet still retains the
thin, light design of iPad. It folds easily into a
stand for reading, typing, and watching video.
And it automatically wakes and sleeps iPad on
open and close. Made from polyurethane, the
Smart Case can be laser engraved with an MLTI
label.
Carrying case for Student Tablet Devices
The carrying case for Student Tablet Devices
will be the Brenthaven Trek Sleeve, which will
accommodate the student’s iPad. The Trek
Sleeve will have a clear protective area that
will allow schools to apply identification labels
and/or markings to uniquely identify the
carrying case as belonging to that school,
student, or teacher.
This combination of the on-iPad Smart Case,
inserted into the Brenthaven Trek Sleeve, gives
maximum protection to the iPad.
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RFP Requirement
Apple Response
Smart Cover for Teacher Tablet Devices
Each iPad mini will include an Apple Smart
Cover. The Smart Cover magnetically aligns for
a perfect fit. It wakes and sleeps the iPad mini
on open and close. It is a handy stand for
reading, typing, and watching video.
Carrying case for Teacher Laptop and Tablet
Devices
The carrying case for Teacher Laptop Devices
will be the Brenthaven Trek Sleeve, which will
accommodate both the teacher’s MacBook Air
and iPad mini. The Trek Sleeve will have a clear
protective area that will allow schools to apply
identification labels and/or markings to
uniquely identify the carrying case as
belonging to that school, student, or teacher.
6.5.5.
Device Power
The portable computing device will
have a battery capacity that will allow
the device to be used throughout a
standard school day without being
recharged. The battery will need to
have the ability to be recharged by
the student at home or elsewhere or
through a type of multi-unit re-
charger at the school, and will need to
be able to be recharged overnight or
sooner. The device shall also be able
to be powered by a standard electrical
plug.
The Bidder must specify the recharge
time, electrical load, battery life, and
other relevant electrical specifications
of its solution. Although each local
school unit that opts to participate in
this program shall be responsible to
ensure minimum building readiness
for the installation of the bid solution
based on specifications supplied by
the Provider — including electrical
wiring needs — the bid solution
should be designed to minimize
Student Device: iPad with Retina display
32GB (4th Generation)
Battery Size: Built-in 42.5-watt-hour
rechargeable lithium- polymer battery.
Battery Life: Up to 10 hours of surfing the
web on Wi-Fi, watching video, or listening
to music.
Battery Lifespan: A properly maintained
iPad battery is designed to retain up to
80% of its original capacity at 1000 full
charge and discharge cycles.
Charging options: Charging via included
power adapter or USB to computer system.
The power adapter provided with the iPad
works with standard 100-240V power
outlets. The power adapter provided is a
12W adapter that will fully charge the
battery during the time it's not being used
overnight.
Teacher Tablet Device: iPad mini 32GB
Battery Size: Built-in 16.3-watt-hour
rechargeable lithium-polymer battery.
Battery Life: Up to 10 hours of surfing the
web on Wi-Fi, watching video, or listening
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necessary costs of building
preparation in terms of adding
electrical receptacles or additional
power to classrooms. The proposed
solution should respect the limited
electrical power capacity within the
school and classroom environment.
The Department recognizes that while
the type of usage can impact battery
life, that in general battery life is often
most impacted by the display, motors,
and network radios. The Bidder must
describe its strategy to ensure
sufficient battery life, and how its
solution takes into account common
battery intensive tasks.
Battery replacements and proper
recycling of spent batteries will be
done within the per seat cost and in
such a way that does not impact
teaching and learning. The Bidder
must describe its plan for providing
replacement batteries and for
recycling spent batteries.
to music.
Battery Lifespan: A properly maintained
iPad battery is designed to retain up to
80% of its original capacity at 1000 full
charge and discharge cycles.
Charging Options: Charging via included
power adapter or USB to computer system.
The power adapter provided with the iPad
works with standard 100-240V power
outlets. The power adapter provided is a
5W adapter that will fully charge the
battery during the time it's not being used
overnight.
Testing conducted by Apple in October 2012
using preproduction iPad (4th generation), iPad
mini units and software. Testing consisted of
full battery discharge while performing each of
the following tasks: video playback, audio
playback, and Internet browsing using Wi-Fi or
cellular data network. Video content was a
repeated 2-hour 23-minute movie purchased
from the iTunes Store. Audio content was a
playlist of 358 unique songs, consisting of a
combination of songs imported from CDs
using iTunes (128-Kbps AAC encoding) and
songs purchased from the iTunes Store (256-
Kbps AAC encoding). Internet over Wi-Fi and
cellular data network tests were conducted
using dedicated web and mail servers,
browsing snapshot versions of 20 popular web
pages, and receiving mail once an hour. All
settings were default except: Wi-Fi was
associated with a network (except for Internet
browsing over cellular data network); the Wi-Fi
feature Ask to Join Networks and Auto-
Brightness were turned off. Battery life
depends on device settings, usage, and many
other factors. Battery tests are conducted
using specific iPad units; actual results may
vary.
www.apple.com/batteries/ipad.html
iPad batteries are not designed to be
removable by users. If a battery replacement is
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required due to defect or depletion, a spare
device will be issued and the unit in need will
be dispatched utilizing the local depot's online
tool. The depot will facilitate the repair and
proper recycling of materials used.
Replaced and spent batteries will be recycled
in accordance with Apple’s environmental
standards, which meet the State of Maine’s
requirements.
Teacher Laptop Device: 13-inch MacBook Air
The 13-inch MacBook Air utilizes a 50-watt-
hour lithium-ion polymer battery that packs in
a higher power density than nickel-based
batteries. This gives you a longer lasting
battery in a lighter package, as lithium is the
lightest metal. You can also recharge a lithium-
ion polymer battery whenever it is convenient,
without the full charge or discharge cycle
necessary to keep nickel-based batteries at
peak performance. This technology combined
with space-saving flash storage leaves room
for a bigger battery that provides up to 7
hours of battery life on a single charge for the
13-inch MacBook Air (battery life depends on
usage and configuration). Battery recharge
times vary based on a number of conditions. If
the system is off, 13-inch MacBook Air can
charge in approximately 90 minutes. If the
system is being used, recharge times will be
longer.
The MacBook Air also features advanced
battery chemistry that greatly extends the
battery’s lifespan. The built-in battery of the
MacBook Air is designed to deliver 1000 full
charge and discharge cycles before it reaches
80 percent of its original capacity. In addition,
Adaptive Charging reduces the wear and tear
on the battery giving it a lifespan of up to 5
years.
Each 13-inch MacBook Air comes with a 45-
watt MagSafe 2 Power Adapter that will act as
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Apple Response
a charging station by recharging the device
from a standard electrical plug either at the
home or in the classroom. The MagSafe 2
Power Adapter features a magnetic DC
connector that ensures your power cable will
disconnect if it experiences undue strain. The
head of the DC connector also has an LED that
glows amber to let you know when the device
is charging and green when the device is fully
charged.
www.apple.com/batteries/notebooks.html
MacBook Air batteries are not designed to be
removable by users. If a battery replacement is
required due to defect or depletion, a spare
device will be issued and the unit in need will
be dispatched utilizing the local depot's online
tool. The depot will facilitate the repair and
proper recycling of materials used.
Replaced and spent batteries will be recycled
in accordance with Apple’s environmental
standards, which meet the State of Maine’s
requirements.
6.5.6.
Keyboard
The portable computing device will
have an appropriately sized keyboard
function that facilitates text input,
integrated into the device, into the
carrying case, or some other effective
method. While an ideal solution
would include a standard-size
keyboard, it is recognized that a
smaller size may be necessary.
Nonetheless, the Department seeks a
keyboard interface of sufficient size
and ease of use for students and
teachers to be able to do their work
effectively and efficiently without
discomfort.
Student and Teacher Tablet Devices: iPad
and iPad mini
iPad’s onscreen keyboard appears
automatically anytime you need to type. Its
size and layout adapt to the specific app being
used and the iPad orientation. By default the
keyboard is placed at the bottom of the
screen, and can be undocked and placed in
the middle or even at the top of the screen. On
iPad, you can type with a split keyboard, which
is a choice some students are drawn to and at
times is a preferred mode in a highly mobile
environment.
You can use Settings to set the layouts for the
onscreen software keyboard and for any
hardware keyboards. The available layouts
depend on the keyboard language.
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The iPad keyboard allows users to quickly
switch input languages instantly (i.e. no reboot
necessary). The iPad also includes innovative
handwriting-based input for Chinese
(simplified and Traditional) for students
learning Chinese.
You can also use an external Bluetooth
keyboard to type. When an external keyboard
is in use, the onscreen keyboard doesn’t
appear.
iPad includes keyboard support for English
(U.S.), English (UK), Chinese — Simplified
(Handwriting, Pinyin, Stroke), Chinese —
Traditional (Handwriting, Pinyin, Zhuyin,
Cangjie, Stroke), French, French (Canadian),
French (Switzerland), German (Germany),
German (Switzerland), Italian, Japanese
(Romaji, Kana), Korean, Spanish, Arabic,
Bulgarian, Catalan, Cherokee, Croatian, Czech,
Danish, Dutch, Emoji, Estonian, Finnish,
Flemish, Greek, Hawaiian, Hebrew, Hindi,
Hungarian, Icelandic, Indonesian, Latvian,
Lithuanian, Macedonian, Malay, Norwegian,
Polish, Portuguese, Portuguese (Brazil),
Romanian, Russian, Serbian (Cyrillic/Latin),
Slovak, Swedish, Thai, Tibetan, Turkish,
Ukrainian, and Vietnamese
Teacher Laptop Device: 13-inch MacBook Air
Anyone can try to make a notebook that’s thin
and light. Success comes in doing it without
cutting corners. That’s why MacBook Air
features a full-size keyboard, not a condensed
version of what you’re used to. When you type
on the MacBook Air, it’s just as comfortable as
typing on a desktop keyboard. And now the
keyboard is backlit, so you can type
comfortably even in low-light conditions. A
built-in sensor detects changes in the ambient
lighting and adjusts the keyboard and display
brightness automatically, giving you the
perfect illumination in any environment.
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Apple Response
MacBook Air includes keyboard support for
English, Japanese, French, German, Spanish,
Italian, Dutch, Swedish, Danish, Norwegian,
Finnish, Traditional Chinese, Simplified
Chinese, Korean, Brazilian Portuguese,
Portuguese (Portugal), Russian, Polish, Czech,
Turkish, Hungarian, Arabic, Catalan, Croatian,
Greek, Hebrew, Romanian, Slovak, Thai, and
Ukrainian through settings.
6.5.7.
Screen
The portable computing device will
have a color screen of sufficient size
with good resolution. While the
Department will not mandate a
screen size, the solution should take
into account ease of use and
functionality (as described below in
Section 6.6, Software and Function as
well as any requirements defined in
Section 6.5.1, Assessment
Compatibility). In general, the higher
the resolution the better. The Provider
should keep in mind portability, size,
and weight.
Student Device: iPad with Retina display
32GB (4th Generation)
Everything you do with iPad, you do through
its large, beautiful display. And when the
display is better, the entire iPad experience is
better. The Retina display on the new iPad
features a 2048 x 1536 resolution, 44 percent
greater color saturation, and an astounding 3.1
million pixels. That’s four times the number of
pixels in iPad 2 and a million more than an
HDTV. Those pixels are so close together, your
eyes can’t discern individual ones at a normal
viewing distance. When you can’t see the
pixels, you see the whole picture. Or article. Or
video. In ways you never could before.
Retina display
9.7-inch (diagonal) LED-backlit glossy
widescreen Multi-Touch display with IPS (In
Plane Switching) technology
2048 x 1536-pixel resolution at 264 pixels
per inch (ppi)
Fingerprint-resistant oleophobic coating
Support for display of multiple languages
and characters simultaneously
Teacher Device: iPad mini 32GB
The iPad mini display stands out in all the right
ways. Its 1024 x 768 resolution means
everything looks incredibly crisp and sharp,
and since the iPad mini display has 35 percent
more screen area than a 7inch tablet,
everything is easier to read and interact with.
The iPad mini display is also designed to take
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Apple Response
greater advantage of every pixel; apps,
magazines, and documents fill the screen,
from top to bottom and edge-to-edge, in
portrait and in landscape.
iPad mini is small. But when you use it, it
doesn’t feel small. That’s because it’s designed
to give you the maximum amount of screen in
the minimum amount of space. To achieve
that, we had to rethink the relationship
between the screen and the overall shape of
the product. iPad has symmetrical bezels
around all of its edges. But for iPad mini, we
reduced the width of the bezels on two sides
of the display. So although the screen is
smaller, it’s even more prominent. Rethinking
the screen meant we also had to rethink the
software behind it. iPad mini intelligently
recognizes whether your thumb is simply
resting on the display or whether you’re
intentionally interacting with it. It’s the kind of
detail you’ll notice — by not noticing it. And
it’s a great example of how Apple hardware
and software work together to give you the
best experience possible.
7.9inch (diagonal) LED-backlit
MultiTouch display with IPS technology
1024 x 768 resolution at 163 pixels per inch
(ppi)
Fingerprint-resistant oleophobic coating
Support for display of multiple languages
and characters simultaneously
Teacher Laptop Device: 13-inch MacBook Air
Corner to corner and pixel by pixel, the
MacBook Air display is both an engineering
feat and a design breakthrough. The display
measures a mere 4.86 millimeters (0.19 inch)
thin, yet the resolution is so high, you’ll feel
like you’re looking at a much larger screen.
And with good reason. The resolution of the
13-inch MacBook Air is equivalent to a typical
15-inch notebook.
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Display specifications:
13.3-inch (diagonal) high-resolution LED-
backlit glossy widescreen display with
support for millions of colors
Supported resolutions: 1440 x 900 (native),
1280 x 800, 1152 x 720, and 1024 x 640 at
16:10 ratio and 1024 x 768 and 800 x 600
at 4:3 ratio.
6.5.8.
Mouse/Pointing Function
The portable computing device will
have a mouse/pointing capability that
provides pointing functions and is
easy to use. It is preferable for
pointing functions to be integrated
into the device (e.g. trackpad, track
point, touch screen, etc.) and not rely
on a separate attachment.
Student and Teacher Tablet Devices
Multi-Touch display with IPS technology
Fingerprint-resistant oleophobic coating
Support for display and input of multiple
languages and characters simultaneously
Gestures used on iPad (i.e. tap to zoom) are
transferable to the MacBook Air.
Teacher Laptop Device: 13-inch MacBook Air
The Multi-Touch gestures in OS X make
everything you do on MacBook Air more
intuitive and direct. The spacious Multi-Touch
trackpad is perfectly designed for users,
whether it’s a three-finger swipe to activate
Mission Control or a four-finger pinch to see all
your apps in Launchpad. Gesture responses in
OS X are smooth and realistic. So when you’re
scrolling up and down a web page or swiping
from one full-screen app to another, it’s almost
like you’re touching what you’re seeing.
Click
Press down anywhere to click. Or, with Tap
to Click enabled, tap the trackpad.
Double-click
Press down two times anywhere. Or, with
Tap to Click enabled, double-tap the
trackpad.
Tap to zoom
Double-tap the trackpad with two fingers to
magnify a web page or PDF.
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Apple Response
Two-finger scroll
Slide two fingers up or down the trackpad
to scroll through documents, websites, and
more.
Swipe to navigate
Flip through web pages, documents, and
more like thumbing pages in a book.
View Mission Control
Swipe up on the trackpad to get a bird’s-
eye view of everything running on your
Mac.
6.5.9.
Audio
The portable computing device will
have built-in audio capabilities,
including speakers for personal use
and an audio-out capability that
accepts standard 1/8” audio
connectors for headphones or
speakers. It should also include an
integrated microphone and audio-in
capacity.
Student Device: iPad with Retina display
32GB (4th Generation)
1/8” (3.5-mm) stereo headphone minijack
Built-in speaker
Built-in microphone
Bluetooth support for both audio input
and output devices
Support for headphones that include a
Remote and Microphone via 1/8” (3.5-mm)
stereo headphone minijack
Frequency response: 20Hz to 20,000Hz
Audio formats supported: HE-AAC (V1 and
V2), AAC (8 to 320 Kbps), Protected AAC
(from iTunes Store), MP3 (8 to 320 Kbps),
MP3 VBR, Audible (formats 2, 3, and 4,
Audible Enhanced Audio, AAX, and AAX+),
Apple Lossless, AIFF, and WAV
User-configurable maximum volume limit
Teacher Tablet Device: iPad mini 32GB
1/8” (3.5-mm) stereo headphone minijack
Built-in speakers
Built-in microphone
Bluetooth support for both audio input
and output devices
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Apple Response
Support for headphones that include a
Remote and Microphone via 1/8” (3.5-mm)
stereo headphone minijack
Frequency response: 20Hz to 20,000Hz
Audio formats supported: HE-AAC (V1 and
V2), AAC (8 to 320 Kbps), Protected AAC
(from iTunes Store), MP3 (8 to 320 Kbps),
MP3 VBR, Audible (formats 2, 3, and 4,
Audible Enhanced Audio, AAX, and AAX+),
Apple Lossless, AIFF, and WAV
User-configurable maximum volume limit
Teacher Laptop Device: 13-inch MacBook Air
Despite its compact form, MacBook Air delivers
full stereo sound. Space-efficient design inside
the enclosure allows for the placement of left
and right speakers that project sound through
the keyboard. So you’re able to enjoy a richer
audio experience while chatting online,
prepping for tomorrow’s lesson, listening to
music, or responding to student or parent e-
mail. The MacBook Air also works with most
USB headphones and microphones available
on the market today.
Audio specifications:
Stereo speakers
Omnidirectional microphone
1/8” (3.5-mm) stereo headphone minijack
Bluetooth support for both audio input
and output devices
Support for headphones that include a
Remote and Microphone via 1/8” (3.5-mm)
stereo headphone minijack
6.5.10.
Camera
The portable computing device will
have an integrated, built-in camera
capable of capturing/recording
images and video.
Student and Teacher Tablet Devices: iPad
and iPad mini
iPad with Retina display and iPad mini both
feature two cameras: a front facing FaceTime
HD camera and rear facing iSight camera. The
quality of a photo is determined by many
things— like the camera’s optics, image signal
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processor, and software. The iSight camera
uses advanced optics to give you the best
picture possible. With an ƒ/2.4 aperture and a
five-element lens, it captures light efficiently to
produce a sharper and brighter overall image.
The hybrid infrared filter — typically reserved
for expensive SLR cameras — keeps out
harmful IR light for more accurate, uniform
colors. And the ability to geotag images and
video content via Location Services means
better data when students are working in the
field.
FaceTime HD Camera
1.2MP photos
720p HD video
FaceTime video calling over WiFi
Face detection
Backside illumination
Tap to control exposure for video or still
images
Photo and video geotagging
iSight Camera
5MP photos
Autofocus
Face detection
Backside illumination
Five-element lens
Hybrid IR filter
ƒ/2.4 aperture
Tap to focus video or still images
Tap to control exposure for video or still
images
Photo and video geotagging
Video Recording
1080p HD video recording
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Apple Response
Video stabilization
Face detection
Tap to focus while recording
Backside illumination
Teacher Laptop Device: 13-inch MacBook Air
The MacBook Air includes a built-in 720p
FaceTime HD camera. With three times the
resolution of the previous FaceTime camera,
more detail can be shared in video
conferences with experts or other classrooms.
And the widescreen format means an entire
classroom can fit into the picture without
having to crowd around the display.
6.5.11.
Size
The portable computing device will fit
on school desks and be easily carried
by an adolescent-aged student.
Student Device: iPad with Retina display
32GB (4th Generation)
Height: 9.50 inches (241.2 mm)
Width: 7.31 inches (185.7 mm)
Depth: 0.37 inch (9.4 mm)
Weight: 1.44 pounds (652 g)
Teacher Tablet Device: iPad mini 32GB
Height: 7.87 inches (200 mm)
Width: 5.3 inches (134.7 mm)
Depth: 0.28 inch (7.2 mm)
Weight: 0.68 pound (308 g)
Teacher Laptop Device: 13-inch MacBook Air
Height: 0.11-0.68 inch (0.3-1.7 cm)
Width: 12.8 inches (32.5 cm)
Depth: 8.94 inches (22.7 cm)
Weight: 2.96 pounds (1.35 kg)
6.5.12.
Ports
The device should ideally have
additional ports/capacity for
attachment of external devices. In
iPad connects to many common peripherals
using a variety of technologies, including Wi-Fi
(examples: printing and connection to Apple
TV), Bluetooth (examples: external keyboards
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Apple Response
addition, the device will be capable of
connecting to standard video output
devices such as digital projectors or
monitors. It is desirable that the
device will be compatible with
common interactive white board
systems.
and input devices such as probeware), and
Apple’s Lightning connector port. The
Lightning connector port connects to a
number of Apple and third party devices. It
is also backwards compatible to accessories
that use the 30-pin dock connector by using
the Lightning to 30-pin Adapter (not included).
Optional Lightning Adapters available for
purchase:
Lightning to VGA Adapter
Lightning Digital AV Adapter
Lightning to USB Camera Adapter
Lightning to SD Card Camera Reader
Lightning to Micro USB Adapter
Lightning to 30-pin Adapter
Lightning to 30-pin Adapter (0.2m)
Both the Teacher and Student device will be
able to use existing interactive whiteboard
systems with the appropriate adapter or Apple
TV. Please see Cost Proposal Form, Table 4
Optional Features for part numbers and
pricing.
Teacher Laptop Device: 13-inch MacBook Air
With the lightning-fast Thunderbolt port, you
can connect your MacBook Air to the latest
devices and displays, like the Apple
Thunderbolt Display. MacBook Air also comes
equipped with two USB 3 ports, so you can
connect the latest USB 3 devices and access a
pipeline that’s up to 10 times faster than USB
2. With just a few connections, MacBook Air
transforms from an ultraportable notebook to
a complete workstation.
Two USB 3 ports (up to 5Gbps). Backwards
compatible to USB 2 and USB 1.1.
SD card slot
Thunderbolt port (up to 10Gbps) – With
one port, MacBook Air gives you access to
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Apple Response
a world of high-speed peripherals capable
of transferring data up to 12 times faster
than FireWire 800 and up to 20 times faster
than USB 2.0.
Thunderbolt Adapters included:
o VGA output using Mini DisplayPort to
VGA Adapter
Optional Thunderbolt Adapters available
for purchase:
o Thunderbolt to Gigabit Ethernet
Adapter
o Thunderbolt to FireWire Adapter
o Native Mini DisplayPort output
o DVI output using Mini DisplayPort to
DVI Adapter
o Dual-link DVI output using Mini
DisplayPort to Dual-Link DVI Adapter
o HDMI audio and video output using
third-party Mini DisplayPort to HDMI
Adapter
The MacBook Air will be able to use existing
interactive whiteboard systems with the
proper adapter or Apple TV. Please see Cost
Proposal Form, Table 4 Optional Features for
part numbers and pricing.
6.5.13.
Boot Time/Wake Time
A device that starts and is ready for
use quickly is highly desirable. The
Bidder must specify the boot and
wake time for its device.
Student and Teacher Tablet Devices: iPad
and iPad mini
An iPad with a charged battery is ready
whenever you are. That’s the benefit of flash
storage. It’s fast and reliable, so you can get to
your apps and do whatever you need to do,
pronto.
iPad is designed to wake or sleep instantly
when you press the Wake/Sleep button. iPad
does not require “booting up” or “powering
down” in normal use.
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Teacher Laptop Device: 13-inch MacBook Air
The decision to use flash storage in an
ultracompact notebook like MacBook Air made
perfect sense. With flash, your computer starts
up in almost no time and accesses data
quickly. Flash also gives MacBook Air the
astonishing ability to remain in standby mode
for up to 30 days. Which means your MacBook
Air snaps on in an instant, whether you open it
tomorrow, next week, or next month. Because
flash storage is up to two times faster than a
conventional hard drive, everything you do is
more responsive and immediate — starting
up, browsing a large photo library, launching
applications, or opening files.
Boot time can vary on the MacBook Air
depending on configuration. Generally,
MacBook Air will boot to a productive state
within 20 seconds and will wake from a sleep
state in 5 seconds.
6.5.14.
Upgrades
Upgrades to the portable computing
device, if proposed, during the term of
the contract will be done within the
per seat cost at a time that does not
impact teaching and learning.
Apple’s proposed solution complies with this
requirement.
6.5.15.
Ergonomics
The system and design will be one
which can be used efficiently and
comfortably with a minimum amount
of fatigue or adverse physical effects.
The Bidder must specify what
ergonomic standards or guidelines it
has adopted in its proposed design.
Apple views ergonomics as a fundamental
principle of sound product design.
Accordingly, we take the following standards
and guidelines into account when designing
our products:
ANSI/HFES 100-2007
Human Factors Engineering of Computer
Workstations
ANSI/HFES 200
Human Factors Engineering of Software User
Interfaces
ISO 9241 parts 4 & 9
Keyboards and pointing devices
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ISO 9995
Keyboard configuration
ISO 13206-2
Flat panel displays
6.5.16.
Accessibility
It is the intent to purchase hardware
and software that provides the
highest degree of accessibility to all
users, including users who may have
an impairment that interferes with the
use of the device. The solution will
have the capacity to interface with
peripherals, software and assistive
technologies used by students,
teachers and others with visual,
hearing, mobility, communication
and/or cognitive impairments and will
conform to the ISPB-approved
Computer Application Program
Accessibility Standard which can be
found at:
http://www.maine.gov/oit/accessibilit
y/software_policy.html
There must not be a need for complex
and expensive adaptation and/or
specialized design later to meet the
needs of users. The design should
communicate necessary information
in as many different forms as possible
(e.g., verbal, auditory, tactile, pictorial)
to accommodate needs. It should be
of appropriate size and should be
operable in at least one mode for
those with limited hand, arm, leg or
trunk strength, flexibility and range of
motion. Space should be provided for
approach, reach, manipulation and
use regardless of a user’s body size,
posture or mobility.
The Bidder must describe to what
extent its proposed solution satisfies
this requirement. This should include
Apple’s Commitment to All Learners
In a time when we find our student
populations becoming increasingly diverse
and learning strengths and needs more
apparent, Apple provides award-winning
technology tools to support a rich learning
environment for students regardless of their
learning differences. These tools can engage
learners, enhance their achievement, and
inspire them to work harder. Apple has always
been committed to empowering the individual
and demonstrates this commitment by
building into Apple’s operating systems
features that extend the usability of each
system for a diverse range of users. With the
newest versions of iOS on the iPad and OS X
on the Mac, Apple increases this usability and
provides schools with amazingly engaging and
cost effective tools.
Apple’s Inclusive Education Solutions
Apple’s inclusive educational solutions provide
learning opportunities for everyone in the
classroom, regardless of individual learning
differences. These elements work together
seamlessly out of the box and as part of an
end-to-end education solution that prepares
all students for life in the 21st century.
Accessibility features and applications extend
to every member of the learning environment,
allowing students, teachers, and administrators
to thoroughly engage with the device.
With Apple educational solutions, schools get:
Built-in accessibility features
Built-in applications that enhance
accessibility
Access to a wealth of third party
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Apple Response
a description of whether and how the
device provides the functionality
and/or the capability to interface with
peripherals, software and assistive
technologies for visual, hearing,
mobility, communication and
cognitive impairments.
applications designed for, or applicable to,
the education market
Access to assistive technology products
from other vendors, designed to integrate
seamlessly with iOS and OS X
An easy-to-use, consistent, and reliable
solution that fits seamlessly into existing
computing infrastructures and budgets
A partner in education who liaises with
other industry leaders to meet the needs of
schools
Accessibility Features in iOS
iOS includes many features designed to make
it easier to use for those with sensory and
learning challenges. Apple has integrated
these features into the operating system so
they can be used in conjunction with a variety
of applications. Within General Settings, there
is an Accessibility panel to make specific
accessibility features easy to locate, and
provide a means to activate and adapt them to
meet each user's requirements. iOS enables
third parties to develop and deliver additional
hardware and app accessibility solutions to
meet the unique needs of specific users by
including Accessibility APIs in Apple’s software
developer kit.
For those with vision disabilities:
VoiceOver – iOS includes a revolutionary,
gesture-based screen reader enabling
students’ full use even if they can’t see the
screen. Upon VoiceOver’s release, the
National Federation of the Blind presented
Apple with a special commendation “for
designing the first fully accessible
touchscreen interface.” With VoiceOver,
students use simple gestures to physically
interact with items on the screen. Instead of
memorizing key commands or repeatedly
pressing arrow keys to find what they’re
looking for, just touch the screen to hear an
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item’s description, then gesture with a
double-tap, drag, or flick to control iPad.
With support for over 30 languages and
over 30 models of Bluetooth Braille displays,
VoiceOver provides an unprecedented level
of built-in accessibility for students with
visual or learning disabilities.
Screen Magnification – Zoom lets students
magnify the entire screen of any application
they’re using to help them see what’s on
the display. They can dynamically adjust the
screen’s magnification between 100
percent and 500 percent and even when
zoomed in, they can continue using all the
iPad gestures they’re familiar with — flick,
pinch, tap — to run applications.
Large Text – Students can increase the font
size to see up to 56-point text in apps like
Alerts, Calendar, Contacts, Mail, Messages,
and Notes.
Invert Colors – If they prefer higher
contrast, students can change the display
on iPad to white on black. This reverse-
video effect works in all applications and on
the Home, Lock, and Spotlight screens, and
it can be used with Zoom and VoiceOver.
Text-to-Speech Synthesis – Speak Selection
lets students highlight text and have it read
to them in any application by double-
tapping it, even if they don’t have
VoiceOver enabled. Speak Selection
provides word-by-word highlighting,
allowing individuals with print disabilities to
be able to clearly differentiate words as
they are spoken. This feature is fully
supported across more than 35 languages.
Speak Auto-text – Speak Auto-text
automatically speaks the auto-corrections
and auto-capitalizations as they occur,
providing an additional level of support for
individuals with vision or learning
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challenges.
Safari Reader – Safari Reader removes
visual distractions from online articles so
students can focus on the content. As you
browse the web, Safari detects if you’re on
a web page with an article. Click the Reader
icon in the Smart Address Field, and the
article appears instantly in one continuous,
clutter-free view. You see every page of the
article — whether two or twenty. The
onscreen controls let you easily zoom in on
the article. Because Safari Reader presents
multipage articles as one continuous view,
VoiceOver users can listen to the article
without any interruptions.
Dictation – Dictation converts your words
into text. Dictation uses the built-in
microphone on your iPad, so it works as
soon as you start speaking. The more you
use it, the better it understands you.
Dictation learns the characteristics of your
voice, adapts to your accent, and supports
the following countries and their primary
languages: Australia, Canada, China, France,
Germany, Hong Kong, Italy, Japan, Mexico,
South Korea, Spain, Switzerland, Taiwan, UK,
USA.
For those with hearing disabilities:
FaceTime – FaceTime video calling via Wi-
Fi, with its high-quality video and fast frame
rate, is ideal for those who communicate
using sign language or by lip reading.
FaceTime also lets you place and receive
video relay and text relay calls using
services like zVRS.com and HOVRS.com.
Closed Captioning – iOS supports the
playback of open captions, closed captions,
and subtitling. You can search for closed-
captioned iTunes U content, movies, and
television shows in iTunes.
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Mono Audio – iOS can route both right-
and left-channel audio source material into
both headphone speakers, enabling users
with hearing loss in one ear to hear both
channels in each ear. Students can also
adjust the volume balance between the left
and right channels.
For those with physical/motor skill disabilities:
AssistiveTouch – Built-in AssistiveTouch lets
students enter Multi-Touch gestures using
one finger or a stylus (sold separately). With
standard simplified gestures and the ability
to create custom gestures, AssistiveTouch
helps individuals with limited physical
motor capabilities experience more of what
an iOS device has to offer. It also supports
the use of adaptive input devices, like
headsets and switches, so users can
experience the full capability of the iOS
device.
Intelligent Onscreen Keyboard with
Predictive Text Entry – The onscreen
keyboard appears when students need it,
and smartly adapts by displaying
convenient keys such as “.com” and “@,”
saving keystrokes. The nearly full-size
intelligent QWERTY keyboard includes
advanced technologies such as auto-
capitalization, word prediction, and auto-
correction that make it easier to type and
avoid typos and misspellings.
External Keyboards (sold separately) – For
those who require them, physical keyboards
are an option. iPad supports the Apple
Wireless Keyboard and most other
Bluetooth wireless keyboards that use the
Apple keyboard layout.
Dictation – Dictation converts your words
into text. Dictation uses the built-in
microphone on your iPad, so it works as
soon as you start speaking.
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For those with literacy, learning, or language
disabilities:
Guided Access – Guided Access helps
students with disabilities such as autism
remain on task and focused on content. It
allows a parent, teacher, or administrator to
limit an iOS device to one app by disabling
the Home button, as well as restrict touch
input on certain areas of the screen.
Text-to-Speech Synthesis – Speak Selection
lets students highlight text and have it read
to them in any application by double-
tapping it, even if they don’t have
VoiceOver enabled.
System-wide Dictionary – iOS includes a
system-wide dictionary that allows users to
look up definitions in any app allowing for
text input.
Intelligent Onscreen Keyboard with
Predictive Text Entry – The onscreen
keyboard appears when students need it,
and smartly adapts by displaying
convenient keys such as “.com” and “@,”
saving keystrokes. The nearly full-size
intelligent QWERTY keyboard includes
advanced technologies such as auto-
capitalization, word prediction, and auto-
correction that make it easier to type and
avoid typos and misspellings.
Closed Captioning – iOS supports the
playback of open captions, closed captions,
and subtitling. You can search for closed
captioned iTunes U content, movies and
television shows in iTunes.
Safari Reader – Safari Reader removes
visual distractions from online articles so
students can focus on the content. As you
browse the web, Safari detects if you’re on
a web page with an article. Click the Reader
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icon in the Smart Address Field, and the
article appears instantly in one continuous,
clutter-free view. You see every page of the
article — whether two or twenty. The
onscreen controls let you easily zoom in on
the article. Because Safari Reader presents
multipage articles as one, continuous view,
VoiceOver users can listen to the article
without any interruptions.
iBooks textbooks interactivity and study
aids (iBooks app available free-of-charge on
App Store) – The interactivity in iBooks
textbooks allows support for 3D objects,
interactive images, videos, and review
questions, so textbooks can provide
multimodal access to a subject to assist
multiple learning styles. iBooks textbooks
also have built-in highlighting, note-taking,
search, study cards, and glossary support.
Additional Tools and Applications for iOS
Apple believes that today’s digital learners
need tools that will allow them to express
themselves in creative, flexible ways and in the
modality that best meets their unique needs.
iPhoto – iPhoto is a 21st century show and
tell. iPhoto provides students with
engaging alternative methods of
demonstrating their knowledge and
abilities through photos. This visual
storytelling provides a way for students
with auditory processing difficulties to
express themselves.
iMovie – Students can make beautiful HD
movies anywhere using iMovie and the
iPad’s built-in camera.
GarageBand – GarageBand turns a
student’s iPad into a collection of Touch
Instruments and a full-featured recording
studio – so they can make music wherever
they go.
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Pages – Designed specifically for iOS
devices, Pages allows you to create, edit
and view documents.
Numbers – Build spreadsheets on a flexible,
free-form canvas complete with tables,
charts, graphics, and text.
Keynote – Students can create stunning
media-rich presentations complete with
animations and effects – right on their iPad.
Third party applications (additional
purchase required) – Thousands of
applications have been created to support
learning. Many of these make learning more
accessible with apps that help people with
visual and hearing challenges and different
learning styles connect with the world in
new ways. For more examples go to the
Special Education collection on the App
Store:
http://itunes.apple.com/WebObjects/MZSto
re.woa/wa/viewMultiRoom?fcId=399470755
&mt=8
Accessibility Features in OS X
Mac computers include an easy to use
operating system that enables all users to
access content for learning and to become
producers of knowledge regardless of their
abilities. OS X’s powerful, built-in accessibility
features, which Apple collectively refers to as
Universal Access, and built-in applications that
enhance accessibility can be used to meet the
unique needs of each learner. Apple has
integrated these “Universal Access” features
throughout the operating system and
consolidated them in a control panel (titled
Accessibility) to make specific accessibility
features easy to locate, while providing a
means to activate and adapt them to meet
each user's requirements. OS X delivers built-in
solutions and enables third parties to develop
and deliver additional hardware and software
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accessibility solutions to meet the unique
needs of specific users.
For those with vision disabilities:
VoiceOver – A fully integrated, built-in
screen reader technology provides access
to Mac through speech, audible cues, and
keyboard navigation. Key features include:
o Support for multiple modes of
interaction including gestures,
keyboard commands and Braille
displays
o Caption and Braille panel for improved
collaboration
o Supported Languages: VoiceOver
includes English voices and English
Braille tables for contracted and non-
contracted (“computer”) Braille. It also
includes built-in voices that speak 22
languages: Arabic, English, Czech,
Danish, Dutch, Finnish, French (France),
German, Hungarian, Italian, Japanese,
Korean, Norwegian, Polish, Portuguese
(Portugal), Portuguese (Brazilian),
Russian, Spanish (Spain), Swedish,
Turkish, Cantonese, Mandarin (China)
and Mandarin (Taiwan). In addition,
there are other languages available for
download including: Greek, Hindi,
Indonesian, Romanian, Slovak, and
Thai, as well as alternative voices with
differing dialects such as English (UK),
English (Australia), English (South
Africa) and Spanish (Mexico).
o Built-in support for over 40 of the most
popular USB and Bluetooth Braille
displays
o Built-in support for more than 80 Braille
tables supporting a wide range of
languages
o Braille mirroring: enables educators to
connect up to 32 USB Braille displays
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(or one Bluetooth display and up to 31
USB Braille displays) simultaneously to
a single Mac. With Braille mirroring,
multiple Braille users can work together
on the same computer without having
to share the same Braille display; deaf
and blind users can collaborate
together on the same computer at the
same time; and students using Braille
can follow what the teacher is
demonstrating to their sighted
classmates.
o Portable Preferences: If a student has
customized VoiceOver to work a certain
way, they can use their VoiceOver
preferences with any Mac. Create a
VoiceOver portable preferences file on
a USB flash drive using VoiceOver
Utility, and when it’s plugged into the
drive of another computer running OS
X, VoiceOver automatically detects
them.
Screen Magnification – Zoom is a built-in,
full-screen magnifier that can magnify items
on screen up to 20 times. You can activate
it using keyboard commands, a button on
the screen, a trackpad gesture, or a Magic
Mouse. Zoom can be set to either full
screen or a picture-in-picture view, allowing
you to see the zoomed area in a separate
window while keeping the rest of the
screen at its native size. When the screen is
magnified, it moves continuously and
automatically to follow the motion of the
mouse cursor. The screen image is anti-
aliased to provide extraordinary text and
image clarity. With a powerful Quartz
rendering engine in OS X, text, graphics,
and even motion video can be magnified
without affecting system performance.
Display Adjustment – Flexible display
adjustments provide users with visually
appealing options such as grayscale,
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monochrome, or high-contrast video
display. These settings do not rely on
applications to support them, and they also
apply system-wide so users are assured of a
consistent view in every application.
Text-to-Speech Synthesis – Speaks
highlighted text as well as text in dialogs
and alert messages. Provides a form of
alternative communication when used in
conjunction with a variety of text-based
applications including TextEdit, Pages,
Messages, Safari and Mail. Using the
Services menu, users can save speech
output as a spoken track in iTunes. They can
play the spoken text again later, add it to a
playlist, and even sync it to an iOS device so
they can listen to it on the go.
Safari Reader – Safari Reader removes
visual distractions from online articles so
users can focus on the content. As you
browse the web, Safari detects if you’re on
a web page with an article. Click the Reader
icon in the Smart Address Field, and the
article appears instantly in one continuous,
clutter-free view. You see every page of the
article — whether two or twenty. The
onscreen controls let you easily zoom in on
the article. Because Safari Reader presents
multipage articles as one, continuous view,
VoiceOver users can listen to the article
without any interruptions.
Dictation – Dictation converts your words
into text. It works with text fields in any
OS X app — no additional third-party
developer support is required. Dictation
uses the built-in microphone on your Mac,
so it works as soon as you start speaking.
The more you use it, the better it
understands you. Dictation learns the
characteristics of your voice and adapts to
your accent and it supports Cantonese,
English (U.S., UK, Australia, Canada), French
(France, Canada), German, Italian, Japanese,
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Korean, Mandarin, and Spanish. When your
system is set to one of these languages, it
automatically enters the right text.
Speech recognition – Allows a user to
command and control the computer using
their voice without requiring the user to
train the computer to learn their voice.
View and Magnification Options – Increase
icon and text size and magnify items in the
Dock.
Scalable Cursor – Easily increase the size of
the mouse cursor. Cursor scaling works
together with other screen magnification
technologies in OS X.
For those with hearing disabilities:
Flash Screen – Flashing screen indicates an
alert sound.
Closed Captioning – OS X includes support
for playing back open and closed
captioning in dynamic content such as
movies, videos, and podcasts using
QuickTime and DVD Player. Closed captions
appear in a high-contrast white sans serif
font against a black background, similar to
line 21-style television captions. You can
search for closed captioned iTunes U
content, movies and television shows in
iTunes. You can also add captioning to your
own content using industry-standard SCC
files with Apple’s Final Cut Studio (available
separately). Downloaded captioned content
from the iTunes Store plays back with
captions on iPad, iPad mini, iPhone, iPod
classic, iPod nano (4th through 7th
generation), iPod touch, and Apple TV; in
QuickTime Player (for Mac and Windows);
and in iTunes (for Mac and Windows).
Sound Preferences – Easy access to sound
preferences allowing the user to select their
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preferred system volume setting, system
beep alert, alert beep volume (which is
independent of the system volume setting),
and the option to play unique sounds when
activating user interface controls.
Optionally, audio feedback can also be set
to play each time the system volume
settings are adjusted.
Messages –OS X includes a powerful text,
audio, and video conferencing application
called Messages. With its high-quality video
and fast frame rate, it’s ideal for those who
communicate using sign language. You can
clearly see both hand and finger gestures in
detail, so you can communicate from afar
with the same range of emotions available
to you when you’re in the same room. You
can also use Messages to place and receive
video relay and text relay calls, using a
service called Purple.
FaceTime – Make video calls from your Mac
to iPad, iPad mini, iPhone 4 or later, iPod
touch, or other Intel-based Mac users to
easily communicate through sign language
without the need of other devices.
For those with physical/motor skill disabilities:
Sticky Keys – Press a set of modifier keys as
a sequence rather than all at one time. With
Sticky Keys active, each key in the sequence
is translucently displayed on screen so the
sequence can be verified and corrected if
necessary before it's executed.
Slow Keys – Creates a delay between when
a key is pressed and when it is accepted, to
accommodate users who press wrong keys
accidentally and often.
Key Repeat – Prevents accidental entry of
multiple single keystrokes. The delay rate
can be modified to repeat immediately or
more slowly when a key is depressed, and
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repeats the key fast or slow when the key is
held down. This can be used in conjunction
with Slow Keys to adapt to the user's ability
to use the keyboard effectively.
Mouse Keys – Perform mouse functions
with the numerical keypad.
Keyboard Navigation – Manipulate the
user interface using the keyboard only.
Keyboard shortcuts can be created or
modified for any keyboard shortcut.
Shortcuts can be used system-wide or
assigned to individual applications.
Alternative Keyboard Layouts – In addition
to the standard QWERTY keyboard layout,
OS X includes several Dvorak keyboard
layouts that may be useful for those who
have difficulty typing.
Multi-Touch Trackpad Gestures – All Mac
notebooks and desktop computers (using a
Magic Trackpad) now support Multi-Touch
technology. This technology lets users use
gestures on the trackpad to control the
computer.
Dictation – Dictation converts your words
into text. It works with text fields in any
OS X app — no additional third-party
developer support is required. Dictation
uses the built-in microphone on your Mac,
so it works as soon as you start speaking.
The more you use it, the better it
understands you. Dictation learns the
characteristics of your voice and adapts to
your accent and it supports Cantonese,
English (U.S., UK, Australia, Canada), French
(France, Canada), German, Italian, Japanese,
Korean, Mandarin, and Spanish. When your
system is set to one of these languages, it
automatically enters the right text.
Speech Recognition – Speakable Items
allows a user to command and control the
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computer using their voice without
requiring the user to train the computer to
learn their voice. Users can use Speakable
Items to navigate menus and enter
keyboard shortcuts; speak checkbox names,
radio button names, list items, and button
names; and open, close, control, and switch
among applications.
Text-to-Speech Synthesis – Speaks
highlighted text as well as text in dialogs
and alert messages. Provides a form of
alternative communication when used in
conjunction with a variety of text-based
applications including TextEdit, Pages,
Messages, Safari and Mail. Using the
Services menu, users can save speech
output as a spoken track in iTunes. Then
they can play the spoken text again later,
add it to a playlist, and even sync it to an
iOS device so they can listen to it on the
go.
For those with literacy or learning disabilities:
Text-to-Speech Synthesis – Speaks
highlighted text as well as text in dialogs
and alert messages. Provides a form of
alternative communication when used in
conjunction with a variety of text-based
applications including TextEdit, Pages,
Messages, Safari and Mail. Using the
Services menu, users can save speech
output as a spoken track in iTunes. Then
they can play the spoken text again later,
add it to a playlist, and even sync it to an
iOS device so they can listen to it on the go.
Dictation – Dictation converts your words
into text. It works with text fields in any
OS X app — no additional third-party
developer support is required. Dictation
uses the built-in microphone on your Mac,
so it works as soon as you start speaking.
The more you use it, the better it
understands you. Dictation learns the
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characteristics of your voice and adapts to
your accent and it supports Cantonese,
English (U.S., UK, Australia, Canada), French
(France, Canada), German, Italian, Japanese,
Korean, Mandarin, and Spanish. When your
system is set to one of these languages, it
automatically enters the right text.
Summarize – Condenses long passages
into shorter segments to help keep the
attention of users who tend to lose focus.
Word Completion – Users can avoid
spelling mistakes and reduce keystrokes
with the word completion feature of Mac.
After typing a few characters, a student can
press the Escape key to open up a list of
words beginning with those characters. It
highlights correct word usage, and it’s
available in most applications.
Finder – The Finder displays files as images,
text, or icons on Mac’s desktop, making it
easy for users to find assignments and work
in progress.
Built-in Spelling and Grammar Checking
Every Mac provides students with the
benefits of resources such as the New
Oxford American Dictionary, Oxford
American Writer’s Thesaurus, Apple
Dictionary, Wikipedia, scientific reference
materials, and grammar and pronunciation
guides. All of the Mac applications access
the same dictionaries, ensuring consistency
when grammar- and spell-checking
documents. If a student adds new words to
the spelling or grammar dictionary in one
application, they are automatically applied
to all other applications.
Talking Alerts – The computer will read
aloud the alert messages.
For those with language or communication
disabilities:
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Text-to-Speech Synthesis – Speaks
highlighted text as well as text in dialogs
and alert messages. Provides a form of
alternative communication when used in
conjunction with a variety of text-based
applications including TextEdit, Pages,
Messages, Safari and Mail. Using the
Services menu, users can save speech
output as a spoken track in iTunes. Then
they can play the spoken text again later,
add it to a playlist, and even sync it to an
iOS device so they can listen to it on the go.
Applications That Enhance Accessibility
Apple education solutions let schools create a
new technology-based learning environment
that engages all learners, enhances their
achievement and inspires them to work harder
while schools and districts work to meet
federal AYP criteria. Applications that enhance
accessibility, available at no additional cost,
include:
QuickTime Text Track – Enables text access
to audio in video or audio-only content.
Captioned videos and audio-only content
provide alternative formats for users with
hearing impairment and also benefit users
with second language acquisition needs.
Dictionary – Users have immediate access
to the New Oxford American Dictionary &
Thesaurus. They can find definitions by
typing all or part of a word and use the
built-in thesaurus to find synonyms,
antonyms, and more – no Internet
connection required.
Calculator – An application that’s three
calculators in one. It can perform basic,
scientific, and programming functions and
common conversions such as speed, length,
volume, weight, pressure — even currency.
Users can receive instantaneous auditory
feedback with each button pressed or as
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the total is calculated. Apple’s text-to-
speech synthesis has been optimized to
speak long numbers clearly and correctly.
Calculator also includes virtual paper tape.
TextEdit – This versatile word processing
application is built into OS X . Users can
proof their work by listening to text read
aloud and leverage the word completion
feature to quickly locate appropriate
entries.
Messages – This multi-modal application
encourages students to communicate in a
variety of formats. Messages is an Internet-
based text, audio, and video conferencing
application that lets you converse and work
with others even when you’re miles or
continents apart. Whether students are
using the text chat feature with built-in
spell check and word completion, engaging
in an audio chat, or engaging in a multi-
person video chat, students can quickly and
easily contact content experts, teachers,
and classmates. They can use Messages to
view documents remotely and transmit
documents between participants. With
Messages screen sharing, you and a chat
buddy can observe and control a single
desktop, so you can easily collaborate with
a colleague, browse the web with a friend,
and more. Due to its high-quality video and
fast frame rate, it’s ideal for those who
communicate using sign language. You can
clearly see both hand and finger gestures in
detail, so you can communicate from afar
with the same range of emotions available
to you when you’re in the same room. You
can also use Messages to place and receive
video relay and text relay calls, using a
service called Purple.
FaceTime – Make video calls from your Mac
to iPad, iPad mini, iPhone 4 or later, iPod
touch, or other Intel-based Mac users to
easily communicate through sign language
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without the need of other devices.
Calendar – Teachers can provide students
and parents easy access to assignments and
events with associated timelines.
Creative Expression Tools and Applications
Apple believes that today’s digital learners
need tools that will allow them to express
themselves in creative, flexible ways and in the
modality that best meets their unique needs.
We find students who are deaf collaborating
through Messages; students with learning
disabilities using iPhoto to create stories; and
students who are blind using iMovie to share
their unique perspective of the world.
iTunes – With iTunes, students can easily
browse, organize, and play audio and video
content. Subscribing to educational content
in iTunes U is a snap.
iPhoto – iPhoto is a 21st century show and
tell. iPhoto provides students with
engaging alternative methods of
demonstrating their knowledge and
abilities through photos, text and audio.
This visual storytelling provides a way for
students with auditory processing
difficulties to express themselves.
iMovie – Bring lessons to life through video,
sound, and pictures. iMovie lets users focus
on content in ways that can be easily
shared. In fact, teachers tell us that it is their
most effective tool to support Challenge-
Based Learning.
GarageBand – The easy way to record
audio samples on a Mac. GarageBand
provides access to music composition and
seamless podcasting capabilities. With
GarageBand users can create voice
recordings to document progress over time.
iBooks Author – iBooks Author lets anyone
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easily create incredible iBooks textbooks for
iPad complete with rich graphics, movies,
photo galleries, Keynote animations, 3D
objects, and more. (Please note, iBooks
Author is an OS X app used to create
content viewable in iBooks on an iPad.)
Pages – Pages is both a streamlined word
processor and an easy-to-use page layout
tool for designing media-rich documents.
Numbers – Build spreadsheets on a flexible,
free-form canvas. So you can move tables,
charts, graphics, and text anywhere you
want on the page.
Keynote – Create stunning media-rich
presentations complete with animations
and effects.
Conclusion
For more than 25 years, Apple has provided
new and innovative solutions for people with
disabilities, allowing them to access — and
enjoy using our technology. Over the last few
years, that commitment has been honored
with multiple industry awards including:
Federal Communications Commission,
Chairman's Award for Advancement in
Accessibility (2), October 2011.
TDI, Robert H. Weitbrecht
Telecommunications Access Award, June
2011.
Royal National Institute of the Blind.
Inclusive Society Award, 2011.
National Federation of the Blind, Dr. Jacob
Bolotin Award, July 2010.
National Federation of the Blind, Special
Commendation, September 2009.
American Foundation of the Blind, Access
Award, 2009.
Apple has been particularly committed to
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helping students with individual learning
differences. Apple shares common goals with
education – innovation that engages and
empowers students and advances teaching,
learning and research in a changing world.
For more information on Apple’s commitment
to Accessibility, please review the information
at the following URLs:
www.apple.com/accessibility/
www.apple.com/education/special-education/
images.apple.com/education/docs/L417450B_
US_Uniquely_Equipped.pdf
6.5.17.
Disposal
The Provider will ensure that no
devices or materials supplied by it are
disposed of improperly. The Provider
will ensure that associated hazardous
constituents are kept out of solid
waste and wastewater. Examples of
possible hazardous constituents are:
printed circuit boards, lithium
batteries, and mercury-containing
lamps for screen illumination. It is
desirable that the device is highly
recyclable. The Department
recognizes that eventually, the
devices will be retired from use and
wants to minimize the environmental
impact of the equipment deployed as
part of the solution.
Apple will use commercially reasonable efforts
to meet this requirement and adhere to the
State’s electronic recycling legislation as
amended in June 2011. The service will be
provided free-of-charge.
All devices will be removed from campuses in
a convenient manner and recycled by an
Apple-contracted vendor in the northeast,
minimizing the affects of logistics-based
impacts to the environment.
All recycling will be performed in North
America. No reuse. No parts harvesting. No
resale.
The end result will be commodities grade
fractions of glass, plastics and metals that will
be reused in the manufacturing process.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 85
6.6. Software and Function
RFP Requirement
Apple Response
6.6.1.
Applications
The MLTI has adopted and promoted
two models to guide teacher practice
and the integration of technology into
instruction and learning. These models
are Technological, Pedagogical,
Content Knowledge (TPCK) by Drs.
Punya Mischra and Matthew Koehler
(www.tpck.org) and Substitution,
Augmentation, Modification,
Redefinition (SAMR) by Dr. Ruben
Puentedura (www.mlti.org/samr and
www.hippasus.com/rrpweblog/).
Bidders must describe the tools and
functionalities included in the solution
and their anticipated use in light of
these models.
The solution must, at a minimum,
provide the students and teachers
with software to facilitate the
following functions to support
educational needs:
The introduction of a truly mobile device into
the MLTI ecosystem through iPad ignites real
opportunities for transformation and progress
into SAMR (Substitution, Augmentation,
Modification, Redefinition) and TPCK
(Technological Pedagogical Content
Knowledge). The mobility of iPad frees the
learner and teacher from their chair, bench or
other workspace and allows them to more
fully engage in their learning.
iPad allows students to finally cut all of their
cords and move into a truly dynamic, engaged
and adaptive learning environment. A fully
functional, completely mobile, solid-state
device that does not need to be tethered to
power cords or the Internet opens up new
opportunities to leverage richer and more
engaged student learning opportunities
through redefining the learning ecosystem.
Both the SAMR and TPCK models are well
known to Apple. They have been integrated
into Apple’s work in Maine as well as across
the country and around the world. Apple
solutions integrate fully with both models,
allowing teachers and students to make
powerful use of our solutions across multiple
levels of the models.
The symbiotic nature of student iOS devices
and teacher MacBook Airs facilitates dynamic
adoption of both SAMR and TPCK.
SAMR – Technology…
Substitution – …acts as a direct tool
substitute with no functional change
Augmentation – …acts as a direct tool
substitute with functional improvement.
Modification – …allows for significant task
redesign
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RFP Requirement
Apple Response
Redefinition – …allows for the creation of
new tasks, previously inconceivable
In a classroom setting where a teacher is
involving students in a lab experience,
Substitution level use of iPad might be the
taking of text notes in Notes or Pages or
recording data into a Numbers spreadsheet.
Moving forward, Augmentation might find the
students following PDF directions downloaded
from an iTunes U Course that their teacher
created through iTunes U Course Manager on
their MacBook Air, or using Dictation to
capture notes on the fly.
Modification could involve using the camera
to record observations and then iMovie to
create a video lab report that demonstrates
the students’ understanding of key concepts.
The work might reach Redefinition when
these reports are shared, via publication in an
iBooks Textbook created by their teacher using
iBooks Author on their MacBook Air, across the
school, district, or even state as students learn
more deeply by reflecting on the pooled
results.
TPCK
All components of TPCK are critical, and it is
only when the potential of technology,
pedagogy, and content knowledge are
brought into focus by an effective teacher that
the best learning opportunities arise.
As an example of TPCK being put to use to
improve student learning, let’s visit an ELA
classroom. The students are growing core
competencies through a writing experience in
an environment that models a professionally
collaborative setting.
Armed with solid knowledge of content, the
teacher designs a challenge that will call for
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RFP Requirement
Apple Response
the creation of detailed, complex text. In this
case, the assignment will be for teams of three
students to collaboratively create randomly
selected pro or con arguments in response to
a thesis statement: “Given – The removal of
soda machines from schools and the banning
of the sale of candy is a positive move for
students and teachers alike.”
Technology comes into play when the teacher
informs the students that this will be a quiet
classroom following a five-minute
organizational time. Quiet because all
communications will be done via Apple’s
Messages app, with a team-selected editor
collecting peer input and redistributing
content for team review in the same way. At
the end of the class, the completed arguments
will be shared across the class in finished
Pages documents.
Student engagement is high because the
teacher uses an effective pedagogy – the
desire for peer communication — and makes
it the required method of communication. Not
only do students need to make themselves
heard through writing on a complex topic,
they use a medium that is a foundational
communication tool in the world of business
today.
By knowing content well, being attuned to the
climate of the classroom, and being well
versed in the capabilities of the iPad, this
teacher has leveraged TPCK to provide an
effective learning opportunity for the students.
The Apps make the difference
In addition to the built-in iOS apps (Safari, Mail,
Photos, FaceTime, Maps, Siri, Newsstand,
Messages, Calendar, Reminders, Contacts, the
App Store, iTunes, Music, Videos, Notes,
Camera, and Clock) the Blended Solution
includes a set of Apple’s iOS apps – iBooks,
iTunes U, Pages, Numbers, Keynote,
GarageBand, iMovie, and iPhoto.
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RFP Requirement
Apple Response
All Apple branded applications and third-party
applications described in Sections 6.6.1.1
through 6.6.1.9, 6.6.2.2, and 9.3, are included
through this proposal. Apple has proposed
third-party applications that will enhance the
learning initiatives in the state but Apple does
not control pricing, availability, or upgrades of
these applications. In situations where a
proposed application is no longer available,
the local Apple Project Team will work in
collaboration with the MLTI leadership to
determine a suitable replacement.
eBackpack
In a classroom setting, no matter what the
content area, assignments have to move easily
between teachers and students. A clear and
simple workflow is necessary. Not one-way
movement of materials — it has to be easy
both ways. With eBackpack teachers can share
and distribute assignments and class materials
from their MacBook Air or their iPad mini. The
students retrieve the content on their iPad and
can work on the assignment in any application
available. Students do not need to be
isolated — in eBackpack, they can collaborate
in a secure environment. With work
completed, the students easily pass their work
in — and eBackpack makes sure the work
stays organized by class and assignment. Now
it's the teacher's turn, and they are easily able
to retrieve student work via their MacBook Air
or iPad mini, where they can review the
student work, annotate with comments, and
deliver a grade. The cycle continues as
students are now able to see the teacher's
comments and grading, make changes as
needed and pass the work back in. In addition
to the simple pass-in, pass-out workflow,
eBackpack also includes e-portfolio, parent
login, and many other features that will
support effective use of the MLTI devices.
In addition to providing eBackpack, Apple will
work with the Department of Education's
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RFP Requirement
Apple Response
content specialists to identify free apps that
will most directly support Maine's content area
efforts in order to assure close alignment and
more effective integration with ongoing
Department efforts.
These apps, along with their connections to
learning targets, instructional designs, and
assessment possibilities will be distributed
across the state through iTunes U courses.
Apple Professional Development Specialists
will work with the Department of Education's
content specialists to support the creation of
these courses.
As part of our commitment to delivering a
scalable, sharable content resource, we will
focus one of our professional educators on the
role of training teachers to populate the
ecosystem and developing and curating
content for the Maine DOE’s iTunes U portal.
This will create a robust, sharable repository of
Maine-created resources, iBooks, and iTunes U
courses that educators across Maine and the
world can access and use in their own
classrooms.
Apple Professional Development will support
teachers across the state in making effective
use of these selected apps, at all times
leveraging the SAMR and TPCK models as
design frameworks.
Other Third party iOS applications
Local schools may choose to enhance the iOS
offering at their own expense. Many apps have
been created to support the diverse needs of
learners in a customized environment, and
Apple has created a categorized set of app
collections across the curriculum. Non-Apple
applications are upgraded at the discretion of
the developer. Please visit:
www.apple.com/education/apps/
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RFP Requirement
Apple Response
NOTE: In the Blended Solution, a 13-inch
MacBook Air and an iPad mini will be deployed
to teachers and an iPad with Retina display to
students. Many of the tools provided in
Sections 6.6.1.1 through 6.6.1.9 are available in
both OS X and iOS versions. Tools that are only
available in one OS are specified as such.
6.6.1.1.
Writing (e.g., word processing,
journaling, communications, editing
and revision, sharing, etc.)
Pages
Pages lets you create beautiful letters, reports,
flyers, and more on your Mac or iPad. Pages
allows students and teachers to choose from
templates to create professional-looking
newsletters, reports, brochures, and more. You
can use Pages to create documents that
combine text with supporting images, videos,
graphs, charts, and more. Pages will open
Word files saved in Microsoft’s .doc or .docx
format, and can save files into these formats as
well. And teachers who also have a Mac can
use iCloud to have Pages documents available
on their Mac.
Notes
A great idea could strike at any moment.
Before you lose it, jot it down in Notes. With
iCloud, your notes stay with you on every
device you use. So you can think of Notes as
the keeper of anything important or anything,
period.
DropMind Lite (iOS only, not made by Apple)
DropMind® Lite is a free mind mapping
application for iPad that will help you
brainstorm, organize, and present ideas and
information on the go. By visualizing your
thoughts and ideas you can organize your
daily work effectively, and make smarter
decisions faster. Mind maps are useful for note
taking, recording minutes of meetings, to-do
lists, draft project plans etc.
Notability (iOS only, not made by Apple)
Notability powerfully integrates handwriting,
PDF annotation, typing, audio recording, and
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RFP Requirement
Apple Response
organizing so users can take notes in their own
way.
Messages
Messages on the Mac replaces iChat. It does
everything iChat does, and so much more. For
starters, it comes with iMessage. So you can
send unlimited messages to anyone on a Mac
— and on an iPhone, iPad, or iPod touch
running iOS 5 or higher, too. You can even
start a conversation on your Mac and pick it up
on your iPhone, iPad, or iPod touch. Send
photos, videos, documents, and contacts. And
send messages to a group. You can see when
your message has been delivered and when
someone’s typing a reply. Turn on read
receipts, and friends can see when you’ve read
their messages. With end-to-end encryption,
your messages stay safe and private.
Dictation
With Dictation you can use your voice where
you would a keyboard. Teachers and students
can speak instead of type, and their words will
be entered as text.
On iPad, Dictation supports English (United
States, United Kingdom, Australia, Canada),
French (France, Canada, Switzerland), German
(Germany, Switzerland), Japanese (Japan),
Spanish (United States, Spain, Mexico), Italian
(Italy, Switzerland), Mandarin (Taiwan, China),
Cantonese (Hong Kong), Korean (South Korea)
On MacBook Air, Dictation supports
Cantonese, English (U.S., UK, Australia,
Canada), French (France, Canada), German,
Italian, Japanese, Korean, Mandarin, and
Spanish.
Speak Selection and Text-to-Speech
Speak Selection on the iPad and Text-to-
Speech on the Mac will read highlighted text
providing a powerfully effective audio
grammar checking capability. Reading text
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Apple Response
aloud prior to turning a paper in is a standard
component of all writing assignments, but
even practiced writers often miss finding
errors, reading what they “meant to write”
rather than what they actually wrote. With the
Mac or iPad doing the reading, writers will
catch the errors and improve their writing.
Turn on Speak Selection or Text-to-Speech in
Settings.
Dictionary
All Apple devices come with a built-in
dictionary that is easily accessible from Safari
and many other apps. The next time you see a
word that you need to define, instead of
downloading or launching a separate
dictionary app, you can quickly access
definitions directly from the OS.
TextEdit (OS X only)
TextEdit is an easy-to-use word processor. It’s
great for creating simple compositions, but it
also includes features like spelling and
grammar check, autosave, tables, smart
quotes, lists, and graphics.
Other Third party iOS applications
Thousands of apps have been created to
support writing improvement. For more
examples, please visit:
www.apple.com/education/apps/
Scroll to the English language Arts section at
the top of the page to be connected to the
“Learning to Write Collection.”
6.6.1.2.
Reading (e.g., annotating,
excerpting, sharing, determining
complexity, etc.)
iBooks (iOS only)
iBooks is just like reading a book. But once you
get started, you’ll see it’s so much more. Go
from prologue to epilogue by turning pages
with a flick, or read in one continuous vertical
scroll. Mark up the text with annotations, and
share your notes through Mail. Read one page
at a time, or turn your device on its side and
view two pages at once. Tap to read
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RFP Requirement
Apple Response
everything full screen, with no distractions, or
read in white-on-black nighttime mode. Even
alter the look of most books by changing their
text size and font.
OverDrive Media Console (iOS only, not made
by Apple)
OverDrive Media Console gives you on-the-go
access to current and classic eBooks and
audiobooks from your public, school, or
college library. Many Maine libraries, including
the Maine State Library, provide access to
Maine’s Infonet Download Library for free to
any library member. This can be a great way to
connect students to their community library or
the State library if their town does not have its
own local library.
Adobe® Digital Editions (OS X only, not made
by Apple)
Adobe® Digital Editions software offers an
engaging way to view and manage eBooks
and other digital publications. Use it to
download and purchase digital content, which
can be read both online and offline. Transfer
copy-protected eBooks from your personal
computer to other computers or devices.
Organize your eBooks into a custom library
and annotate pages. Digital Editions also
supports industry-standard eBook formats,
including PDF/A and EPUB.
Pages
Create beautiful letters, reports, flyers, and
more on your iOS device or Mac.
GoodReader (iOS only, not made by Apple)
GoodReader® is the super-robust PDF reader
for iPad. With GoodReader on iPad, you can
read virtually anything, anywhere: books,
movies, maps, pictures. Annotation is a feature
long sought after by users who want to add
their own mark-ups to PDFs, especially those
collaborating as a team on shared documents.
The types of annotations that can be created
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RFP Requirement
Apple Response
and edited in GoodReader include typewriter
text boxes, popup comments ("sticky notes"),
text highlights, freehand drawings, lines,
arrows, rectangles, ovals, cloudy shapes, text
underlines, strikeouts, text insertion marks.
Safari Reader and Reading List
Safari Reader removes visual distractions from
online articles so students can focus on the
content. As you browse the web, Safari detects
if you’re on a web page with an article. Click
the Reader icon in the Smart Address Field,
and the article appears instantly in one
continuous, clutter-free view. You see every
page of the article — whether two or twenty.
The onscreen controls let you easily zoom in
on the article. And for those with limited
Internet access outside of the classroom, Safari
now stores the content from web pages in
your Reading List so you can catch up on your
reading even when you’re not connected. If an
article in your Reading List contains multiple
pages, Safari fetches the pages ahead of time
so you can read the entire article offline.
Preview (OS X only)
Preview is a Document viewer that supports
many file types such as: PDF, JPEG, TIFF, RAW,
DNG, EPS, PNG, PPT, and many others. Preview
allows quick and efficient viewing and mark up
of PDF files.
Dictionary
All Apple devices come with a built-in
dictionary that is easily accessible from Safari
and many other apps. The next time you see a
word that you need to define, instead of
downloading or launching a separate
dictionary app, you can quickly access
definitions directly from the OS.
Summarize (OS X only)
Summarize is a service that allows a user to
reduce long and complex text into easily
digestible summaries. When enabled a user
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RFP Requirement
Apple Response
can access the Summarize feature from within
any application via the services menu.
Third party iOS applications
Thousands of apps have been created to
support reading improvement. For more
examples, please visit
www.apple.com/education/apps/
Scroll to the English Language Arts section at
the top of the page to be connected to the
“Learning to Read Collection.”
6.6.1.3.
Data analysis and modeling (e.g.,
spreadsheet, graphing and charting,
GIS, predict and explain, etc.)
Numbers
Build spreadsheets on a flexible, free-form
canvas complete with tables, charts, graphics,
and text. Numbers will open Excel documents
saved in Microsoft’s .xls and .xlsx file formats as
well as save spreadsheets into these formats.
And teachers who also have a Mac can use
iCloud to have Numbers documents available
on their Mac.
DataAnalysis (iOS only, not made by Apple)
DataAnalysis is a general purpose iPad App for
the plotting and analysis of all types of data
that can be formulated as x,y pairs. The
program can be used easily by both students
and professionals. It is particularly useful for
quick analysis of various types of data by curve
fitting, analysis of data via a standard curve,
and analysis of various types of kinetic data
including enzyme kinetics.
Graphing Calculator HD (iOS only, not made by
Apple)
Graphing Calculator HD turns your iPad into an
intuitive high-resolution function plotter and
scientific calculator. Features:
Includes a powerful, yet easy to use
scientific calculator.
Quickly plot and trace multiple equations
on the same graph.
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RFP Requirement
Apple Response
Custom keyboard designed to enter
equations and mathematical expressions
quickly.
Take screen shots or e-mail high-resolution
graphs to yourself.
Evaluate your graphs at any x value using
the calculator screen.
Find the exact (x,y) coordinates for roots,
intersections, minimums and maximums
using the trace mode.
Currently supports the following functions:
log, log2, log10, ln, exp, sin, cos, tan, asin,
acos, atan, sinh, cosh, tanh, asinh, acosh,
atanh, csc, sec, cot, gamma, lgamma, nCr,
nPr, min, max, degrees to radians, radians
to degrees, absolute value, square root,
ceiling, floor, and mod.
MyScript Calculator (iOS only, not made by
Apple)
Easy, simple and intuitive, just write the
mathematical expression on the screen then
let MyScript technology perform its magic
converting symbols and numbers to digital
text and delivering the result in real time.
ArcGIS (iOS only, not made by Apple)
ArcGIS is a great way to discover and use
maps. Maps come to life in ArcGIS. Tap on the
map or use your current location and discover
information about what you see. You can
query the map, search and find interesting
information, measure distances and areas of
interest and share maps with others.
GRASS GIS (OS X only, not made by Apple)
Commonly referred to as GRASS (Geographic
Resources Analysis Support System), GRASS
GIS is a free Geographic Information System
(GIS) software used for geospatial data
management and analysis, image processing,
graphics/maps production, spatial modeling,
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RFP Requirement
Apple Response
and visualization. GRASS GIS is currently used
in academic and commercial settings around
the world, as well as by many governmental
agencies and environmental consulting
companies. GRASS GIS is an official project of
the Open Source Geospatial Foundation.
Grapher (OS X only)
Grapher, a full-featured 2D and 3D equation
graphing application included on every Mac,
provides visual learners with graphical
representations of mathematical concepts.
Students can create many different types of 2D
and 3D graphs and then analyze the results.
Completed graphs can be saved as PDF files
and then used in other applications, such as in
printed study guides or presentations.
Students can also use the features of Grapher
to construct QuickTime movies to demonstrate
any equation that uses a parameter that
you’ve defined, and then present the
animation to the class.
Calculator (OS X only)
An application that’s three calculators in one,
Calculator can perform basic, scientific, and
programming functions and common
conversions such as speed, length, volume,
weight, pressure — even currency. Students
can receive instantaneous auditory feedback
with each button pressed or as the total is
calculated. Apple’s text-to-speech synthesis
has been optimized to speak long numbers
clearly and correctly. Calculator also includes
virtual paper tape.
6.6.1.4.
Computational thinking (e.g.,
analyzing and organizing data, data
modeling and simulations,
programming, etc.)
Numbers
Build spreadsheets, tables, charts, graphics,
and text.
iTunes U Courses (iOS only)
The world’s largest online repository of free
educational content, students can use iTunes
U to browse and download over 500,000 free
lectures, videos, books, and other resources on
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Apple Response
thousands of subjects. In addition, iTunes U
provides access to many complete courses on
topics ranging from STEM topics to the
humanities, as well as CTE topics. These
courses can be created by teachers from
around the world, or by the students’ own
instructors.
SketchPad Explorer (iOS only, not made by
Apple)
Drag, manipulate and animate visual
mathematics to develop and generalize your
understanding of fundamental concepts across
elementary math, geometry, algebra,
trigonometry, calculus, and beyond. Based on
the award-winning software The Geometer’s
Sketchpad®, the Sketchpad Explorer app
allows you to interact with, and investigate,
any document created in Sketchpad. With a
simple, powerful Multi-Touch interface,
Sketchpad Explorer puts mathematical
comprehension at your fingertips.
iTunes U Course Manager (OS X only)
Teachers can use their MacBook Airs to create
content-rich courses using iTunes U Course
Manager, a simple web-based tool that is a
great way to share content and assignments
with students via iTunes U.
Xcode (OS X only)
Xcode is Apple's powerful integrated
development environment for creating great
apps for Mac, iPhone, and iPad. Xcode includes
the Instruments analysis tool, iOS Simulator,
and the latest OS X and iOS SDKs.
Grapher (OS X only)
A full-featured 2D and 3D equation graphing
application.
GRASS GIS (OS X only, not made by Apple)
GIS software for geospatial data management
and analysis, image processing, graphics/maps
production, spatial modeling, and
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Apple Response
visualization.
Calculator (OS X only)
Basic, scientific, and programming functions
and common conversions.
6.6.1.5.
Presentations and publishing (e.g.,
slide shows, web authoring,
speaking/narrating text, providing
feedback, etc.)
Pages
Create beautiful letters, reports, flyers, and
more.
Keynote
Apple’s simple-to-use, cinema-quality
presentation software lets students create
stunning presentations to share their work.
Keynote will open PowerPoint files saved in
Microsoft’s .ppt and .pptx file formats as well
as save files into those formats. And teachers
who also have a Mac can use iCloud to have
Keynote (.key) presentations available on their
Mac.
GarageBand
The easy way to record audio samples.
GarageBand provides access to music
composition and audio publishing capabilities.
With GarageBand students can create voice
recordings to document progress over time.
iPhoto
iPhoto is a 21st century image management
tool and more. iPhoto provides students with
engaging methods of demonstrating their
knowledge and abilities through photos, text
and audio.
iMovie
Bring lessons to life through video, sound, and
pictures. iMovie lets students focus on content
in ways that can be easily shared. In fact,
teachers tell us that it is their most effective
tool to support Challenge-Based Learning.
Dictation
Speak instead of typing, in any app that has a
keyboard.
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iBooks Author (OS X only)
Available free on the Mac App store, iBooks
Author is an amazing new app that allows
anyone to create beautiful Multi-Touch
textbooks — and just about any other kind of
book — for iPad. With galleries, video,
interactive diagrams, 3D objects, and more,
these books bring content to life in ways the
printed page never could. In the Blended
Solution students can create content on their
iPads which can then be published via iBooks
Author on the teachers’ MacBook Air.
6.6.1.6.
Multimedia creation (e.g., creation
and manipulation of digital images,
audio, video, etc.)
iMovie
Bring lessons to life through video, sound, and
pictures. iMovie lets students focus on content
in ways that can be easily shared. In fact,
teachers tell us that it is their most effective
tool to support Challenge-Based Learning.
iPhoto
iPhoto is a 21st century image management
tool and more.
GarageBand
The easy way to record audio samples,
compose music, and publish audio on an iPad.
SketchBook Express for iPad (iOS only, not
made by Apple)
SketchBook Express starts you out with a full
color palette, a great selection of brushes
(including two erasers, four pencils, two brush
tips, and a technical pen), and three layers.
This app takes full advantage of the iPad
screen, and puts professional level digital art
tools at the user’s fingertips. Users can move,
scale, and rotate layers interactively using
Multi-Touch, create text with a variety of fonts,
colors, sizes and placement, and export
finished work to the Photo Library.
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Apple Response
SketchBook Express for Mac (OS X only, not
made by Apple)
SketchBook Express starts you out with a full
color palette, a great selection of brushes
(including two erasers, four pencils, two brush
tips, and a technical pen), and three layers.
This app puts professional level digital art tools
at the user’s fingertips. Users can move, scale,
and rotate layers, create text with a variety of
fonts, colors, sizes and placement, and export
finished work to the Photo Library.
Explain Everything (iOS only, not made by
Apple)
Explain Everything is an easy-to-use design
tool that lets you annotate, animate, and
narrate explanations and presentations. You
can create dynamic interactive lessons,
activities, assessments, and tutorials using
Explain Everything's flexible and integrated
design. Use Explain Everything as an
interactive whiteboard using the iPad video
display.
QuickTime Player (OS X only)
QuickTime Player’s advanced architecture
provides state-of-the-art multimedia
technologies that enable everything from
high-definition audio and video playback to
the creation of immersive environments.
QuickTime empowers the development of
innovative software such as iTunes, iMovie and
Final Cut Pro from Apple as well as thousands
of cross-platform programs from third parties.
iBooks Author (OS X only)
Create beautiful Multi-Touch textbooks — and
just about any other kind of book — for iPad.
6.6.1.7.
Information management (e.g.,
database, concept mapping, etc.)
Numbers
Build spreadsheets, tables, charts, graphics,
and text.
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Bento (OS X only)
Bento is the leading personal database. Now
you can organize contacts, track projects, plan
events and manage lists — the fast and easy
way! Get started in seconds and be infinitely
more organized. Bento includes 25 templates
that are ready to use at work, home, school,
and in your community. Easily customize them
to organize virtually any type of information
you have. Organize contacts, track projects,
plan events and manage lists. Create your own
personalized apps to track virtually any type of
information you have.
DropMind Lite (iOS only, not made by Apple)
DropMind® Lite is a free mind mapping
application for iPad that will help you
brainstorm, organize, and present ideas and
information on the go. By visualizing your
thoughts and ideas you can organize your
daily work effectively, and make smarter
decisions faster. Mind maps are useful for note
taking, recording minutes of meetings, to-do
lists, draft project plans etc.
Notability (iOS only, not made by Apple)
Notability powerfully integrates handwriting,
PDF annotation, typing, audio recording, and
organizing so users can take notes in their own
way.
6.6.1.8.
Research (e.g., Internet browsing
with the ability to access and utilize
common multimedia and
interactive content like streaming
audio/video, javascripting, java
applets, HTML5, Flash, etc.).
Safari
Safari, the simple-to-use web browser that
comes with every Apple device, features a
combined field for search terms and web
addresses, tabbed browsing, and the ability to
receive the latest news and information via
RSS technology. With tabs in Safari, students
can quickly switch between multiple web
pages in a single window. This enables
students to quickly and easily gather and
compare information on a subject from
multiple sources, which can help them learn
how to evaluate information presented on the
Internet. MARVEL, Maine’s Virtual Library, is
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completely accessible via Safari in both iOS
and OS X.
Safari Reader
Removes visual distractions from online
articles so students can focus on content.
Maps (iOS only)
Designed by Apple from the ground up, Maps
gives you turn-by-turn spoken directions,
interactive 3D views, and the stunning Flyover
feature. All in a beautiful vector-based
interface that scales and zooms with ease.
Students will be able to use maps across all
their curriculum areas – from visiting their own
community or the Globe Theater in Stratford-
upon-Avon to traveling down the Colorado
River as it flows through the Grand Canyon.
Flyover allows students to see a number of
major metro areas from the air with photo-
realistic, interactive 3D views. Students can
explore cities such as Rome in high resolution
as you zoom, pan, tilt and rotate around
historic landmarks such as the coliseum and
the ruins of the Roman forum.
iTunes U Courses (iOS only)
Browse and download over 500,000 free
lectures, videos, books, and other resources on
thousands of subjects as discrete learning
objects or as components of complete courses.
Teachers can create courses for their students
to subscribe to, or students can follow
independent interests. if a student has a
passion for history, then they might subscribe
to a course from Harvard University focused on
the Cuban Missile Crisis. If a student is
interested in learning how to program iOS
apps, then they might subscribe to Stanford’s
popular course, and if they want another slant
on chemistry, they might subscribe to a course
offered by Maine’s Foxcroft Academy. Walter
Lewin’s Physics I; Classical Mechanics from MIT
can be a wonderful extension to a high school
physics class, or might spark the interest of a
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younger student who is still a year away from a
formal engagement with the subject.
Khan Academy (iOS only, not made by Apple)
Khan Academy allows students to learn almost
anything for free, at their own pace. Khan
Academy contains a collection of over
3,500 videos covers a massive number of
topics, including K-12 math, science topics
such as biology, chemistry, and physics, and
even the humanities with playlists on finance
and history.
Notability (iOS only, not made by Apple)
Notability powerfully integrates handwriting,
PDF annotation, typing, audio recording, and
organizing so users can take notes in their own
way.
WolframAlpha (iOS only, not made by Apple)
WolframAlpha has rapidly become the world's
definitive source for instant expert knowledge
and computation. Across thousands of
domains--with more continually added--
WolframAlpha uses its vast collection of
algorithms and data to compute answers and
generate reports for you. This app gives you
access to the full power of the WolframAlpha
computational knowledge engine.
Scan (iOS only, not made by Apple)
Scan is a fast and user-friendly QR reader and
barcode scanner. Through the use of QR codes
(which can easily be created online at a variety
of websites such qrstuff.com) teachers can
provide students with quicker and more direct
access to a wide variety of content.
Xperica (iOS only, not made by Apple)
Understanding science through textbooks can
be hard. Xperica HD for the iPad brings the
experience of touch to various science
experiments to foster better understanding.
Users can interact with various elements to see
how the experiment as a whole reacts. The
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app is available for download free of cost and
comes preloaded with a couple of
experiments.
NOVA Elements (iOS only, not made by Apple)
Explore the elements in a whole new way. Did
you ever wonder why the periodic table is
shaped the way it is, what gives each element
its own unique set of properties, or even how
elements combine to make everyday objects
such as a cup of coffee? With “NOVA
Elements,” explore an interactive periodic
table, play a game hosted by David Pogue, or
watch the two-hour NOVA program, “Hunting
the Elements.”
NASA Visualization Explorer (iOS only, not
made by Apple)
This is the NASA Visualization Explorer, the
coolest way to get stories about advanced
space-based research delivered right to your
iPad. A direct connection to NASA¹s
extraordinary fleet of research spacecraft, this
app presents cutting edge research stories in
an engaging and exciting format. See the
Earth as you¹ve never seen it before; travel to
places otherwise unavailable to even the most
intrepid explorers!
iTunes U Course Manager (OS X only)
Teachers can use their MacBook Airs to create
content-rich courses using iTunes U Course
Manager, a simple web-based tool. iTunes U
Courses are a great way to share content and
assignments with students via iTunes U on an
iOS device.
iBooks (iOS only)
Just like reading a book…and so much more.
6.6.1.9.
Communication and collaboration
(e.g. sharing data, asynchronous
and synchronous text-based
communications, video/audio chat,
etc.)
Mail
Mail lets you use your existing email accounts
to send, receive, and organize all your email in
one place.
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eBackpack (not made by Apple)
With eBackpack, teachers can share and
distribute assignments and class materials
from their MacBook Air or their iPad mini. The
students retrieve the content on their iPad and
can work on the assignment in any application
available. Students do not need to be
isolated—in eBackpack, they can collaborate in
a secure environment.
Nearpod (iOS only, not made by Apple)
With the Nearpod Content Tool teachers can
create their own enriched multimedia
presentations. Publish and edit presentations
anywhere and include Polls, Videos, Questions
and Answers, Quizzes and Drawing activities.
Teachers then use Nearpod Dashboard to
bring their content to life. They just have to
choose one of the multimedia presentations to
share with the class. The Dashboard app
allows teachers to control the activity on all of
the students’ devices and obtain real time data
on the progress of each student and on the
class as a whole. With the Nearpod Student
app, students receive the interactive content
on their mobile devices, submitting responses
and interacting throughout the live
presentation, making them all more active
participants in the class.
Messages
Send messages, photos, videos, documents,
and contacts to anyone on a Mac or iOS
device.
Calendar
Keep track of your busy schedule and share it
with others using Calendar. Create separate
calendars—one for home, another for school,
a third for work, and so on. See all your
calendars in a single window or choose to see
only the calendars you want. Calendar lets you
create invitations using information from
Contacts, update your guest list, keep track of
responses, and receive the latest status
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information. When you or another Mac or iOS
user receives a Calendar invitation via Mail, it’s
automatically added. Calendar also works with
iCloud, Yahoo!, and Google. iCloud also
features calendar sharing, which can be a
powerful tool for teachers to track test dates
and field trips, and for students engaged in
collaborative project work.
FaceTime
FaceTime for Mac makes it possible to talk,
smile, and laugh with anyone on an iPad, iPad
mini, or another Mac from your Mac. Teachers
and students can stay in touch with a click.
Just find who you want to see in Contacts and
start a FaceTime call. If you don’t want to
receive calls, just turn FaceTime off.
Reminders
Organize your life. Make as many to- do lists as
you need and easily add to them. Set due
dates and you’ll get alerts as deadlines
approach. Set a location from your Mac, and
your iPhone or iPad will remind you when you
get there. Check items off your lists as you go
and keep track of what you’ve completed. And
to be sure you don’t forget anything, iCloud
keeps your reminders up to date on your Mac,
iPad, iPhone, and iPod touch.
AirDrop (OS X only)
Looking for a fast way to share files with
people nearby? With AirDrop, you can send
files to anyone around you wirelessly — no Wi-
Fi network required. And no complicated
setup or special settings. Just click the AirDrop
icon in the Finder sidebar, and your Mac
automatically discovers other AirDrop users
within about 30 feet of you. To share a file,
simply drag it to someone’s name. Once
accepted, the fully encrypted file transfers
directly to that person’s Downloads folder. In
the Blended Solution teachers will be able to
use Airdrop to easily collaborate with their
colleagues In developing curriculum.
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The Bidder must describe the
applications included in its solution
including how it envisions those tools
supporting the functional needs
described in this section.
Please refer to descriptions above.
Please note: As part of its proposed solution,
Apple will provide devices with certain third
party software preinstalled. Some of these
software titles are publicly distributed free of
charge to the end user. Apple assumes that
this software will continue to be free of charge
for the term of the Agreement. Because these
products are distributed without charge, they
customarily are distributed without warranties,
particularly with respect to functionality, data
preservation, and noninfringement. To Apple’s
knowledge, none of the “freeware” titles to be
provided have known issues that would make
it imprudent to use such software, but each is
distributed with licenses that require the user
to bear the risk that these titles might (a) not
work as well as expected, (b) cause data loss,
or (c) infringe the rights of third parties.
Accordingly, by accepting freeware as a
component of Apple’s solution, the
Department agrees that, any “freeware”
software is provided AS IS with no
representations or warranties, either express or
implied, as to the “freeware” software’s
performance, compatibility with future OS
versions, safety, or ownership, unless the
freeware’s license provides otherwise, in which
case the Department will look to the
developers rather than Apple for breaches of
those representations or warranties. To the
extent permitted by law, the Department
further agrees to waive, any claims it might
have against Apple that arise as a result of
Apple’s provision of freeware software, and to
indemnify and hold harmless from and against
the claims of third parties arising from any
usage by the Department contrary to the
freeware’s licenses or the Department’s
modification of the freeware in any respect.
All iOS apps are installed by the end user as
part of Apple’s Personal Ownership
deployment model. Paid application licenses
are acquired in advance via the Volume
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Purchase Program, but free-of-charge
applications are acquired directly by the end
user. Apple however does not control pricing,
availability, or upgrades of free applications
included in the proposal. In situations where a
proposed free application is no longer
available, the local Apple Project Team will
work in collaboration with the MLTI leadership
to determine a suitable replacement.
6.6.2.
Multi-State Standards
6.6.2.1.
Common Core State Standards for
English Language Arts
Forty-six States have adopted the
Common Core State Standards for
English Language Arts. While the
Provider is not required to provide
educational content, Bidders must
describe the tools and
functionalities included in the
solution that will support the
teaching of and the learning of the
outcomes described by the
Common Core State Standards for
English Language Arts including the
4 component sections: reading,
writing, speaking and listening, and
language. Bidders should pay
particular attention how the
solution provides tools and
functionality to support text
complexity, informational text, and
text types as described in the CCSS
for ELA.
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support the teaching of and the learning of
the outcomes described by the Common Core
State Standards for English Language Arts
including the 4 component sections: reading,
writing, speaking and listening, and language.
As an example of their use in a classroom
setting, let's visit a middle school ELA
classroom where students are actively working
to become effective readers of informational
texts, with the ability to clearly understand
complex text, identify central ideas and
significant details, determine authors' point of
view or purpose, and analyze how two or more
authors shape their presentations through
highlighting or minimizing certain evidence or
its interpretations.
Through professional development the
teacher has become skilled in applying both
the TPCK and SAMR models to classroom
practice, constantly aware that all learners
move at different paces and learn in different
ways. By keeping the focus on individual
student mastery of skills and competencies
any pressure for all to move at an
unrealistically uniform pace has been
removed, and the teacher has found that
students are more engaged in their own
learning, and more willing to self-monitor their
achievement and individual needs for next
steps.
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Working in collaboration with the life science
teacher a content focus on genetic testing has
been determined. The driving questions will
be what is genetic testing, why might it be put
to use, when is it the right thing to do, and
who might consider having genetic testing
done?
With the driving questions determined the
teachers set about using iTunes U and Safari
on their MacBook Airs to identify text and
video content from iTunes U courses and
collections that students will engage with as
they engage with those complex questions, as
well as web based resources and video that
has been created during classroom visits by
local content experts. By selecting both text
and video students will be asked to both read
and listen as they engage with the complex
ideas of the topic.
The ELA and Science teachers next use iTunes
U Course Manager on the MacBook Air to
create an iTunes U course entitled "Genetic
Testing — What, Why, When, and Who?" in
which the content is linked and questions are
raised to infuse the student engagement with
the content.
Through iTunes U on their iPads, the students
subscribe to the iTunes U course and are given
access to all of the suggested content as well
as direction from the teachers as to what to
look for and listen for in the pieces they will
engage with. The teacher reaches out to
individual students with suggestions as to
which pieces of content might be of interest
and at an appropriate level for mastery
progress.
In iTunes U the students are able to take notes
on the videos as they watch, with the notes
tagged to the point in the video at which they
were written. This will make it easy for the
students to later build out their analyses and
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arguments around the topic. Also, notes can
be shared with the teacher and with peers
through a variety of groupings in eBackpack.
Current articles on the topic have been
included in the iTunes U course as web links.
The students use Safari on their iPads to access
this content, using the Reader capability to
isolate the articles they are asked to engage to
remove ads and other visual clutter as they
strive to pull key facts and information from
the text. Some students take advantage of the
iOS accessibility feature VoiceOver to have the
text read aloud to them. Several students who
are on sports teams and travel to away games
place the articles in Safari's Reading List so that
they will have full access to the web pages on
their iPads no matter where they are, even on
the bus heading to another school's field
hockey or soccer field.
When it is time for the students to
demonstrate their mastery of the skills they
have been working on through engagement
with complex text and video content, their
iPads provide diverse opportunities. While all
students are required to present their findings
and evidence through a public oral
presentation, some choose to create
supporting slides through Keynote, which they
share wirelessly during their presentation by
projecting through the Apple TV. They have
included screenshots captured off their iPad as
well as charts created in Numbers to support
their description of authors' points of view as
well as their own independent analyses of the
big questions they have been working on.
Other students create video content with
iMovie to demonstrate their mastery, while
others work with Explain Everything to create
video content that provides the required
evidence that will allow them to continue their
journey along their individual pathways
towards full achievement of the CCSS ELA
standards.
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6.6.2.2.
Common Core State Standards for
Mathematics
Forty-six States have adopted the
Common Core State Standards for
Mathematics. While the Provider is
not required to provide educational
content, Bidders must describe the
tools and functionalities included in
the solution that will support the
teaching of and learning of the
outcomes described by the
Common Core State Standards for
Mathematics with a particular
emphasis on the eight "Standards
for Mathematical Practice" as
detailed in Common Core State
Standards for Mathematics.
Additionally, the solution must
include the capacity to format and
display mathematical formulas,
equations, and symbols. Entry and
editing of mathematical formulas,
equations, and symbols should be
easy and allow for teachers and
students to create documents and
media that aid with instruction and
learning.
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support the teaching of and learning of the
outcomes described by the Common Core
State Standards for Mathematics with a
particular emphasis on the eight "Standards
for Mathematical Practice" as detailed in
Common Core State Standards for
Mathematics.
As an example of their use in a classroom
setting, let's visit a middle school mathematics
classroom where students are actively working
to achieve expertise in the application of
mathematical processes to engage with and
solve complex mathematical problems.
Realizing that the world makes real use of
mathematical processes, the teacher has
chosen to take advantage of Apple's Challenge
Based Learning (CBL) model. This means that
the students are actively growing their
expertise in the critical processes through
application of these processes to a real
challenge that is meaningful to them. The
teacher has become informed around the CBL
model through MLTI professional
development opportunities with Apple
Professional Development Specialists. In these
sessions the teacher learned about the model
and how to begin using it in the classroom, as
well as how to apply the TPCK and SAMR
models to assure students are able to move
through the process in a way that recognizes
their individual pacing, needs, and learning
styles.
The students have challenged themselves to
work to understand and apply mathematical
processes to the question, "What level of
income will I need in order to live
independently and comfortably in my
community as a young adult, and how can I
best prepare to achieve that?"
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Students begin their work by striving to
understand the problem they are being asked
to solve, and figuring out what information
they will need in order to develop a workable
answer.
Using Numbers on their iPads, the students
begin by creating a spreadsheet in which they
list the budget items they feel will be needed.
With categories established, the students use
Safari as a tool to research costs, which are
entered into their spreadsheet, along with
citations of where the information is found to
assure the quality of the data. They enter
formulas into their spreadsheets to allow them
to identify weekly, monthly, and annual costs
for such necessities as housing, food,
transportation, and healthcare. In addition,
they input formulas that allow them to see the
total of all categories as they begin to come to
grips with the actual cost of supporting an
independent lifestyle they envision.
The teacher invites community experts to
speak to the class via FaceTime, projecting the
expert through the Apple TV. Experts include
local bankers, real estate brokers, automobile
dealers, and professionals from the local Maine
CareerCenter who introduce the students to
the basics of job opportunities and loans and
the realities of car and rental costs. By using
the Apple TV, the teacher can move the iPad
around the classroom, handing it to a student
who has a specific question for the expert and
allowing them to speak face-to-face.
The students are asked to reason logically and
abstractly as they wrestle with quality of life
questions around the need for cable television
and exactly how much to put in the food
budget for a week. Using Numbers, they are
able to easily change numbers and see how
the changes impact the entire budget system.
Working collaboratively through e-mail and
Messages, the students share their proposed
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budgets and construct viable arguments to
support their planning while they also critique
the reasoning of others. By doing this in
writing, the students develop their ability to
deal with complex language at the same time.
Using a variety of apps on their iPads like
Graphing Calculator HD feeding into Numbers,
the students model their thinking with
mathematics. By using appropriate tools
strategically, performing straight calculations
when needed and creating charts based on
differing assumptions when appropriate, the
realities of different models become clear.
Because the topic is one that the students are
invested in — their future — the students
understand that they must attend to precision.
If this is going to be real, the math has to be
accurate.
Patterns appear as the students change
numbers and rearrange priorities, and the
students look for and express regularity in
repeated reasoning. In this way, the students
have to not only spot the patterns, but also
determine what the patterns mean and how
they should be responded to.
By connecting the mathematics to the real
lives of the students, the teacher has actively
connected the Standards for Mathematical
Practice to the Standards for Mathematical
Content, providing an experience for the
students that makes clear one needs to move
beyond the ability to "do math" to reach an
ability to "apply math" to their own lives and
to the world around them.
The students and the teachers, empowered
through tools like Daum Equation Editor on
the Mac and EQ Editor on the iPad, will have
the capacity to format and display
mathematical formulas, equations, and
symbols. With the Khan Academy app all
students will be able to access highly granular
learning content around specific mathematical
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skills. Teachers and students will have powerful
graphing calculators in the form of Grapher on
the MacBook Air and Graphing Calculator HD
on the iPad, but most importantly, as
described above, they will have the ability to
grow their mathematical capabilities by
engaging in rich learning experiences that tie
growth in mathematical skills to the real world.
6.6.2.3.
Next Generation Science Standards
Twenty-six states are working
together on the development of
the Next Generation Science
Standards. While the Provider is not
required to provide educational
content, Bidders must describe the
tools and functionalities included in
the solution that will support
teaching and learning described by
the vision of science education in "A
Framework for K-12 Science
Education" inclusive of the Scientific
and Engineering Practices, and
Cross Cutting Concepts and
reflected in the first draft version of
the Next Generation Science
Standards
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support teaching and learning described by
the vision of science education in "A
Framework for K-12 Science Education"
inclusive of the Scientific and Engineering
Practices, and Cross Cutting Concepts and
reflected in the first draft version of the Next
Generation Science Standards.
In order to see how these tools might be put
to use in a middle school science classroom,
let's visit a classroom where students are
working on a school greenhouse project —
where real science meets the real world.
It is early fall, and time for decisions to be
made about what is to be planted for the fall
and into the winter growing season in the
greenhouse that is contiguous to their
classroom. Students are asking questions and
defining problems — realizing that the
challenge of successfully growing crops
indoors at 45 degrees north latitude during
the winter months is not a simple one, and
that without a clear understanding of what
they want to do and what challenges they
might meet their chances of success will fade
quickly. Students use Notability on their iPads
to collect notes on the challenges, capturing
typed text, drawings, and even audio
recordings of their thoughts and observations.
Their thoughts are condensed into a clear
report in Pages, and then passed on to their
teacher via email where they are collected for
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later use in an iTunes U course that the teacher
will create through iTunes U Course Manager.
Now that the challenge is clearly understood,
it's time for the students to develop models of
proposed plantings. These are done in
Numbers on their iPads, an app that allows
students to build spreadsheets on a flexible,
free-form canvas complete with tables, charts,
graphics, and text, using just your fingers.
Students will also use the Camera app on their
iPads to capture images of the greenhouse
space, and then use Sketchbook Express to
edit these images to show what their design
will look like when the full planting is in place.
With modeling complete it is time for students
to plan and carry out their investigation, and in
this case that means plant the greenhouse,
begin the management of the crops, and
decide how they will measure their success.
The teacher has identified content that will
support the development of students'
agricultural skills, and designed an iTunes U
course called: "Growing Science; Successful
Greenhouse Planting and Management"
through iTunes U Course Manager on their
MacBook Air. The students will subscribe to
the course through the iTunes U app on their
iPads and be directly connected to relevant
content across all media types. This content
provides students what they need to know to
move ahead with the project and begin
planting.
As the plants begin to grow, data is regularly
collected. The students analyze and interpret
the data, checking to see if plants are doing
well in their current location or if perhaps an
alternative design might be more effective.
Constants and variables are identified, data is
collected and entered into Numbers
spreadsheets, and charts are generated to help
the collected data tell its story more
effectively.
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The teacher invites community-based
agricultural experts to speak to the class via
FaceTime, projecting the expert through the
Apple TV. Experts include local greenhouse
owners and a large commercial hydroponic
project that is developing a regional if not
national reputation for growing great
tomatoes all year round in the middle of
Maine. By using the Apple TV, the teacher can
move the iPad around the classroom, handing
it to a student who has a specific question for
the expert and allowing them to speak face-to-
face.
Technology continues to play a role
throughout the growing season as a variety of
data types are routinely collected. Graphing
Calculator HD, EQ Editor, and Numbers
support mathematical thinking and
communications, and access to Maine's Virtual
Library (MARVEL) through Safari on student
iPads provides ready access to vetted database
content to constantly grow student
knowledge around greenhouse agriculture.
Students use a Pages newsletter template on
their iPads to create a guidebook of their own,
recording the variety of plants they have
planted so that a greenhouse visitor can learn
more about each species.
Results of the growing season come in, and
the results are looked at scientifically. In short,
the data is listened to, and the students set
about constructing explanations for results
obtained and designing solutions that would
lead to a more successful greenhouse next
year. To support their design change
suggestions, the students use the Camera and
the Explain Everything app to capture and
annotate images of actual results as they
discuss what happened, and how specific
changes could improve results, and why.
Because they are using actual images from the
current results, they are engaging in argument
from evidence and fully embedded in real-
world science.
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Students have been collecting and using
information from a variety of sources
throughout this learning experience, but now
it is time for them to inform the school
community of their results and plans for the
next growing season. Students, based on their
learning styles and individual preferences use
a wide variety of apps to create evidence of
their learning from the overall experience.
Working from a rubric distributed by their
teacher through the iTunes U course, the
students use Pages to create a newsletter
format report, Keynote to create a multimedia
presentation, and iMovie to create video
content. While each student might select a
different tool to report on their growth in
science skills and concepts, and some will
focus on engineering topics such as lighting
and shelving design while others will speak to
the importance of selecting appropriate plants
for the environment, all are striving to gain
mastery over the Next Generation Science
Standards.
6.6.3.
State Specific Standards
6.6.3.1.
Maine
While the Provider is not required
to provide educational content,
each Bidder must identify all of its
application software and describe
how it will support educational use
and how it will align tools and
resources with Maine’s Learning
Results including the Common Core
State Standards. In addition, the
Department anticipates that upon
completion, the Next Generation
Science Standards will be adopted.
Apple Professional Development has ten years
of experience working alongside Maine
Department of Education content specialists to
help Maine teachers leverage their MLTI
devices and the software tools included to
support their educational use in alignment
with Maine standards.
In the Blended Solution both MacBook Airs
and iPads will be deployed. Many of the tools
mentioned in Sections 6.6.3.1.1 through
6.6.3.1.9 are available in both OS X and iOS
versions. Tools that are only available for OS X
are specified as such.
6.6.3.1.1.
Career and Education
Development
Career and education
development helps all
All Apple devices come equipped with tools
that help students take control of their time in
school and beyond. In addition to supporting
all learners in achieving mastery of standards
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students gain the
knowledge, skills, and
behaviors to interact with
others, set goals, and make
decisions related to career,
college, and citizenship.
These are the skills and
knowledge that underlie the
Common Core State
Standards and all content
areas and are also known as
“College and Career
Readiness”. Bidders should
focus on tools and
functionalities that assist
students to create and
update personal profiles and
interest inventories, do
career research, make
college and career decisions,
and set goals and solve
problems.
in academic courses, the iPad is a great tool for
supporting the development of a college-
ready, work-ready young person.
The Calendar and Reminders apps will help
keep a student on schedule and able to
complete assignments on time. The Contacts
app can help students learn the importance of
keeping track of teachers, community
resources, and their peers in a way that goes
far beyond their mobile phone number or e-
mail address.
Mail, FaceTime, and Messages support the
development of critical collaborative skills that
today’s college and business worlds call for.
With these tools students can be working
actively to meet standards while at the same
time learning to effectively engage in text
based, video-conferencing, and document
sharing collaborations.
Setting goals and solving problems are key
skills that 21st century citizens need, and
Apple’s Challenge Based Learning (CBL) model
is an effective way to support all learners in
developing these capabilities. Apple’s creative
and productivity toolsets uniquely support
student engagement in defining, researching,
and proposing solutions to real-world
challenges.
Engaging students one challenge at a time
Apple has everything students need to tackle
any challenge. From generating ideas through
presenting solutions, Apple technology allows
students to connect deeply with content. And
in Challenge Based Learning environments,
Apple products are helping them become
even more involved in an engaging and
collaborative process.
1. The Big Idea
Every challenge starts with the selection of
a big idea — a broad topic that has
importance to students and their
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community. Topics like democracy, the
environment, or sustainability. Using Safari
on a Mac, students can browse the web to
quickly define and better understand their
big idea. Let’s use food as an example.
2. Essential Questions
Students explore their big idea by asking
questions that reflect their individual
interests and community’s needs. How
does food impact our health? How do our
diets impact the environment? What are
the benefits of organic farming? A simple
way for students to keep their questions
organized is with Pages. This streamlined
word processor and page layout tool is
included in iWork — a powerful suite of
applications for creating amazing
documents, spreadsheets, and
presentations.
3. The Challenge
From the essential questions a challenge is
developed to guide students toward a real-
world solution. Like, let’s improve what we
eat. OS X Server can help students
collaborate and communicate throughout
the challenge by ensuring safe and secure
access to email, chat, calendars, wikis,
blogs, and more. Documenting the process
is also key. With iPod touch or iPhone 4 or
later, students can record audio and shoot
HD video of themselves in action and on
the go.
4. Guiding Questions and Activities
To meet their challenge, students need to
ask guiding questions. What exactly do we
eat? What nutrients do we need? What
foods can we grow locally? To find
answers, teachers work with students to
identify guiding activities they can do at
school and in their community. Students
can interview people about their diets via
FaceTime and analyze nutritional data in
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Numbers — the easy-to-use application for
creating spreadsheets included in iWork.
5. Guiding Resources
Students take advantage of websites,
podcasts, apps, audiobooks, and other
resources to help answer guiding
questions and develop solutions. iTunes U
provides instant access to some of the
world’s best thinking for free — including
lectures, videos, and articles from hundreds
of distinguished universities, libraries,
museums, and news organizations. And
with iPad, they can find what they need
anytime, anywhere.
6. Solutions, Implementation, and Reflections
With their research complete, students
choose one solution to develop. In this
example, creating a school garden. To
showcase their thinking, they can build
engaging slideshows in Keynote — the
presentation application in iWork. Once
the solution is approved, students
implement it in the real world. The
challenge is now complete and can be
shared via a video made in iMovie or a
slideshow built in iPhoto — apps included
in iLife, the creativity suite that comes with
every Mac. At the end of each challenge,
students reflect on the entire process to
help deepen their learning and enrich
future projects.
To learn more about Challenge Based
Learning, please visit:
www.apple.com/education/cbl
6.6.3.1.2.
Career and Technical
Education
The Career and Technical
Education (CTE) centers
provide over 60 programs of
study, many of which require
specialized equipment and
Communication and collaboration are key
components of each industry for which
Maine’s CTE programs prepare their students.
Every Apple device comes loaded with tools
that will allow every student to enter their
chosen field ready to use these skills. These
tools, as mentioned in Sections 6.6.1.9 and
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tools that are beyond the
scope of this RFP.
Bidders must describe how
its solution will support
effective teaching and
learning in the CTE centers in
Maine in general. If specific
functions and tools included
in the solution have specific
application for a program of
study offered in Maine CTE
centers, the Bidder should
describe those specific uses
within the context of that
program of study.
6.6.3.1.1, include Mail, Calendar, Messages,
FaceTime, and Reminders.
In addition, the following tools can be used to
support success in CTE programs.
Pages
A streamlined word processor with easy-to-
use layout tools, Pages allows students to
choose from hundreds of templates to
create professional-looking newsletters,
brochures and flyers that can be of real use
in any CTE program. Teachers and students
can use Pages to create all sorts of
documents that combine text with
supporting images, videos, graphs, charts,
and more. Pages will open Word files
created in Microsoft’s .doc or .docx format,
and can save files into these formats as well
Explain Everything (iOS only, not made by
Apple)
With Explain Everything a CTE student can
fully annotate (with text and other markups
as well as a voiceover) still images of their
work, describing in detail how they
accomplished the work shown. Exported as
a video file, this content becomes strong
evidence of capability not only of the job
skills, but the critical communication skills
employers are looking for as well.
Keynote
With Apple’s simple-to-use, cinema-quality
presentation software—students can create
stunning presentations to share their
concepts, drafts, and completed work.
Presentations are a part of many industries,
and with Keynote they can be as media-rich
as needed, moving well beyond bulleted
text and still images to include all types of
content. Keynote will open PowerPoint files
created in Microsoft’s .ppt or .pptx format,
and can save files into these formats as well.
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iMovie
Video is a foundational tool of industry in
2012. With iMovie, students can easily
create movie projects that include digital
video, photos, and music, as well as
narration and text. Students can use iMovie
to create video content specific to their CTE
curriculum, their own short films, or
documentaries about current events.
Teachers can use iMovie to share best
practices with their peers and to create
video content to be shared with their
students either during class time or in an
online learning environment.
Numbers
In business quantitative data is
foundational, and being able to move a
project ahead can depend on being able to
tell a compelling quantitative story in an
accessible way. Numbers is the spreadsheet
tool that is more than just the numbers,
allowing users to build spreadsheets on a
flexible, free-form canvas on which you can
move tables, charts, graphics, and text
anywhere you want. With Numbers
students and teachers can use quantitative
data in a whole new way. Numbers will
open Excel files created in Microsoft’s .xls or
.xlsx format, and can save files into these
formats as well
iTunes U Courses (iOS only)
The world’s largest online repository of free
educational content, students can use
iTunes U to browse and download over
500,000 free lectures, videos, books, and
other resources on thousands of subjects. In
addition, iTunes U provides access to many
complete courses on topics ranging from
STEM topics to the humanities, as well as
CTE topics. These courses can be created by
teachers from around the world, or by the
students’ own instructors. In this way they
will gain core knowledge and skills to
support their current learning needs, be
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those academic or skills-based, while at the
same time gaining experience in the kind of
learning that will be a core part of their
professional life when they enter their
chosen field.
iBooks Author (OS X only)
Available free on the Mac App store, iBooks
Author is an amazing new app that allows
anyone to create beautiful Multi-Touch
textbooks — and just about any other kind
of book — for iPad. With galleries, video,
interactive diagrams, 3D objects, and more,
these books bring content to life in ways
the printed page never could. iBooks
Author allows users to move student
portfolios to a whole new level. In the
Blended Solution students can create all
their content on their iPad and then make
use of iBooks Author on the teacher
MacBook Air.
iBooks (iOS only)
Through the iBookstore, students will have
access to many books available across the
CTE subject areas.
Because so much of Career and Technical
Education (CTE) work is hands-on it can be
difficult for traditional assessment methods to
accurately capture the richness of student
learning and depth of student achievement.
The Camera and audio recording capabilities
built into Apple devices can easily capture still
images, video, and audio evidence of
accomplishment that can be used both in
school and in job application situations. The
mobile nature of these devices makes it
possible for this kind of content to be captured
wherever the student is learning their trade,
and in a CTE setting this could be anywhere
from a kitchen to a machine shop. Combined
with software tools such as those listed above,
this rich media content can be used to create
products that tell a compelling story of
student capabilities.
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6.6.3.1.3.
English Language Arts
Maine has adopted the
Common Core State
Standards for English
Language Arts (Section
6.6.2.1 Common Core State
Standards for English
Language Arts).
Please refer to Section 6.6.2.1.
6.6.3.1.4.
Health and Physical Education
Maine updated the Learning
Results for Health and
Physical Education in 2007.
The updates included a focus
on leveraging the learning
goals embedded in the
standards “to enhance
health”. While the Provider is
not required to provide
educational content, Bidders
must describe the tools and
functionalities included in
the solution that will support
the teaching of and the
learning of the outcomes
described by the Learning
Results for Health and
Physical Education.
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support the teaching and learning of the
outcomes described by the Learning Results
for Health and Physical Education.
Possible specific integrations might include:
The health teacher uses iTunes U Course
Manager on their MacBook Air to create iTunes
U courses that connect students directly to
content and assignments that support their
achievement of knowledge and skills. With
the ability to include still images, audio, video,
text, iBooks Textbooks, and documents in the
course, the teacher can provide rich content
that meets the needs of diverse learners. In
addition to courses they have built, the
teacher has students subscribe to free courses
created by Common Sense Media (an MLTI
partner) around digital citizenship and healthy
living in the digital age. The students will
subscribe to the courses with iTunes U and will
be able to download content to their iPad for
use offline, take notes on video and text-based
content and keep track of their progress
through the courses.
In Physical Education the class is involved in a
volleyball unit – the kids love the game. The
teacher notes that one student is having a
consistent issue making serves and the teacher
can see what the problem is. Using the Camera
app on the iPad mini the teacher captures
three video clips of the student’s serve. Calling
the student over, the teacher and student
review the clips where it can be clearly seen
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that early release of the ball prior to strike is
where the problem lies. Just like a professional
athlete the student is able to see the issue and
take immediate action to self-correct. The
result is vastly improved volleyball serves and
improved self-confidence. Win-win.
Using Numbers on their iPads, students begin
keeping a close watch on the time they spend
involved in different activities. The students
make these numbers tell more visual stories,
and in this way they become better informed
of how their time is being used and identifying
gaps in activity levels. Working together the
class researches optimal activity profiles and
compares these with their own information. By
setting specific, personalized activity goals, the
students are able to become more aware of
how they use their time and begin making
more healthy decisions based on quantitative
data. As part of a school wide effort to support
healthy activity choices, the ability to make
quantitative, personalized information directly
in the hands of teachers and students makes a
difference.
In the exercise room the Physical Education
staff have created QR codes to place by each
piece of exercise equipment. The students
and teachers are able to scan these QR codes
using the Scan app on their iPad to be easily
access locally produced video tutorials on how
to use the equipment safely and effectively.
6.6.3.1.5.
Mathematics
Maine has adopted the
Common Core State
Standards for Mathematics
(Section 6.6.2.2 Common
Core State Standards for
Mathematics).
Please refer to Section 6.6.2.2.
6.6.3.1.6.
Science and Technology
Maine is a lead state in the
development of the Next
Please refer to Section 6.6.2.3.
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Generation Science
Standards, and it anticipates
that these standards will be
adopted upon completion
(Section 6.6.2.3 Next
Generation Science
Standards).
6.6.3.1.7.
Social Studies
Social studies education
involves the exploration of
the social sciences and
humanities, including
geography, civics and
government, economics, and
history in order to develop
responsible, informed, and
engaged citizens. Effective
teaching and learning in
social studies rely heavily on
the usage of multiple
primary and secondary
sources and research. While
the Provider is not required
to provide educational
content, Bidders must
describe the tools and
functionalities included in
the solution that will support
the teaching of and learning
of the outcomes described
by Maine’s Learning Results
for Social Studies with a
particular emphasis on
fostering civic, global,
historical, geographic, and
economic literacy and the
development of critical
thinking and problem-
solving skills; investigation,
research and reading skills;
oral and written
communication;
presentation skills; and
collaboration skills.
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support the teaching and learning of the
outcomes described by Maine’s Learning
Results for Social Studies with a particular
emphasis on fostering civic, global, historical,
geographic, and economic literacy and the
development of critical thinking and problem-
solving skills; investigation, research and
reading skills; oral and written communication;
presentation skills; and collaboration skills.
Possible specific integrations might include:
Foundational to any study of US History are
our nation's foundational documents — The
Declaration of Independence, The US
Constitution, The Bill of Rights, etc. Through
the iBooks app on their iPads, all students
involved in a course that deals with US History
has direct access to all of these documents,
whether online or not. And not only do they
have the documents, they can highlight and
annotate the documents in iBooks, sharing
these notes with teachers or peers as needed.
Some students take advantage of having the
text read aloud to them using Speak Selection
or VoiceOver — some because they are
challenged by the reading itself, and others
because taking in auditory information is a
better fit for their personal learning style.
Research is a constant in a Social Studies
classroom, and the students are finding their
iPads powerful tools for accomplishing this
effectively. Using Safari to access current
articles from web-based resources and
databases Maine's Virtual Library (MARVEL),
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they use the Reader feature to cut out the
clutter so they can focus on the content, and
the Reading List allows students to have
content available even when they are offline,
meaning the learning doesn't have to stop
when the Internet is unavailable, and they can
keep on learning wherever and whenever.
In one Social Studies classroom, the teacher
has established an iTunes U course that is
explicitly connected to the course syllabus and
holds a rich collection of multimedia resources
and assignments that directly support student
attainment of Maine Learning Results (MLR)
outcomes. Because the teacher realizes that
the world the students are preparing to lead
thrives on collaboration, students are expected
to be active contributors to this course, and to
identify resources in iTunes U, in other web
based collections, or even locally created
content that deserves to be part of the class'
collection, such as the Adviews collection from
the John W. Hartman Center for Sales,
Advertising & Marketing History at the Duke
University Libraries that is found in iTunes U.
This archive of notable television commercials
from the 1950s, 1960s, and 1970s, created for
various clients from the D'Arcy Masius Benton
& Bowles advertising agency, is a powerful
asset in reflecting on America’s post-WW II era.
Resources are passed on to the teacher via e-
mail or Messages, and the teacher edits the
course through iTunes U Course Manager on
their MacBook Air. In this way the students are
learning social studies in a collaborative social
environment.
Using the Explain Everything app, students are
asked to insert a map of what the Gettysburg
battle area looked like on July 2, 1863, the
second day of the Battle of Gettysburg. While
the map may show "what and who was
where," the teacher wants to assess student
understanding of what had led up to the
placements on the morning of July 2, and
what strategic mistakes or gains are shown on
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the map, and the understanding of why these
are either gains or mistakes. By using Explain
Everything, the students are able to annotate
the map in a video format, speaking as they
mark it up. In the end the teacher has
evidence of learning that demonstrates not
only static knowledge, but also oral
presentation skills and ways of thinking. The
teacher feels this kind of assessment tool is
transformative in helping them support
individualized learning in a mastery based
system where big ideas matter as much or
more than simply knowing that July 2, 1863
was the second day of the Battle of
Gettysburg.
6.6.3.1.8.
Visual and Performing Arts
The Visual and Performing
Arts encompasses many
different forms of artistic
expression, and students and
teachers need to be able to
both create, edit/manipulate,
capture, and view these
different forms of artistic
expression. While the
Provider is not required to
provide educational content,
Bidders must describe the
tools and functionalities
included in the solution that
will support teaching and
learning including:
The capacity to capture
live performance for
assessment (both self-
assessment and
assessment by others) and
as an artifact of the
performance itself —
which may be later used
for any number of
activities — assessment,
sharing, archiving,
remixing into new
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support teaching and learning in the Visual
and Performing Arts, including:
The capacity to capture live performances
for assessment (both self-assessment and
assessment by others);
The capacity to capture live performances
an artifact of the performance itself —
which may be later used for any number of
activities — assessment, sharing, archiving,
remixing into new expressions, etc.;
The capacity to create and manipulate
audio, video, and visual media as a mode
of creativity and expression; and
The capacity to view/hear artistic work for
the purposes of analysis, comparison,
evaluation, etc.
Possible specific integrations might include:
For an instrumental music teacher, student
assessment takes a tremendous amount of
time. Before the MLTI, the teacher had to
schedule each student for individual meetings
where the student would play live for the
teacher. Now there is far more time for
teaching, as the arrival of the student iPads has
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expressions, etc.
The capacity to create and
manipulate audio, video,
and visual media as a
mode of creativity and
expression.
The capacity to view/hear
artistic work for the
purposes of analysis,
comparison, evaluation,
etc.
changed the way things work. Now each
student is responsible for regularly recording
their playing in either GarageBand or with the
Camera app, depending on the need for video
or audio content. With digital content now
available, the teacher can do the assessment of
the performance after school, meaning more
teaching and more learning goes on every day.
As an added bonus, students are using the
same digital files to self assess their
performances, meaning they very seldom send
in the first recording they make, having
listened to their work and hearing a bar that
needs improvement and setting out to do just
that in their next recording. As the year goes
on, the students develop a portfolio of
personal performances, and are able to use
this content in other projects — in one case
using their own playing as the background
music in a video project.
An art classroom is a busy place, and it is
common for students to be working on the
floor, in a corner, or even on a ladder. By using
the ability of the iPad to connect wirelessly to
the projector using AirPlay through the Apple
TV, the MLTI empowered art teacher is able to
make any student's work quickly and
seamlessly available for critique. The camera
on the iPad makes it a document camera, with
a few major differences — no cords, no stand,
fully mobile. Finding interesting work being
done by a student who is striving to emulate
the bold, expressionistic brush strokes of Paul
Gauguin in a still life, the teacher connects to
the Apple TV, asks the class to please turn their
attention to the screen, and then asks the
student to describe the work — not only how
accurately they are mimicking the master's
brush strokes, but how this type of brush
stroke impacts the content and a viewer's
response to the art. No one has to leave their
work space to be part of this conversation, and
after a few minutes of lively discussion, the
teacher drops the connection to the Apple TV
and the class leaves behind the digital domain
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and returns to the artist's world of pastels,
watercolor, clay, and fabric. No disruption,
powerful experience in analysis and
evaluation.
In a media arts classroom there is creativity in
the air. With an overarching assignment to
complete a piece of digital content that will
creatively and effectively encourage students
to vote in the student elections to be held
later this month, students have been given
freedom to choose the tools they prefer to use.
Freedom within a structure is a hallmark of an
effective art program, and these students revel
in it. One student is using iPhoto and
GarageBand to create a picture book that
encourages participation, another students is
using SketchPad Express to create an original
piece of work that suggests school as globe,
while yet another student has captured brief
interviews with students in the halls around
the "Why vote?" question, and is now weaving
them into an effective video project using
iMovie.
Opening day is less than a week away and the
student director of the production needs the
actors to make some slight changes in stage
position in order to create a more moving
close to the play. Using the cameras on
multiple student iPads the director has
assistants fan out through the hall and capture
the final few minutes of the dress rehearsal
from diverse audience perspectives. As the
cast gathers to watch the video they can
immediately see the need to tweak the
placement of a few actors to assure access to
the full power of the closing scene for all
audience members. The result is a better
performance by the cast, and an improved
theater experience for all audience members.
6.6.3.1.9.
World Languages
Maine has a goal to graduate
all students proficient in a
Section 6.6.1 describes the tools and
functionalities included in the solution that will
support both productive (speaking, writing,
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world language. This
includes the capacity to
communicate both orally
and in writing. While the
Provider is not required to
provide educational content,
Bidders must describe the
tools and functionalities
included in the solution that
will support teaching and
learning of a world language.
This includes tools and
functionalities that support
both productive (speaking,
writing, showing) and
receptive (listening, reading,
and viewing) modes of
communication. Further, the
Bidder must describe how its
solution's tools and
functionalities support
different form of
communication:
Interpersonal (direct
communication between
individuals)
Interpretive (individual
receives communication
by listening, seeing, or
reading), and
Presentational (individual
delivers communication
orally, written, or some
recorded form when the
receiver is not expected to
provide direct feedback
including a one to many
style of communication)
In addition, proficiency in a
world language requires
cultural knowledge as it
relates to differences in how
communication is produced
and received. Bidders must
showing) and receptive (listening, reading, and
viewing) modes of communication.
Possible specific integrations that will support
Interpersonal (direct communication between
individuals), Interpretive (individual receives
communication by listening, seeing, or
reading), and Presentational (individual
delivers communication orally, written, or
some recorded form when the receiver is not
expected to provide direct feedback including
a one to many style of communication) might
include:
When students arrive in this MLTI teacher's
French classroom, the first order of business is
to change the system language of the student
iPads. "Tout en Français," is the teacher's
request. By navigating to Settings: General:
International and selecting Français, the device
switches the system language to French. Now
the keyboard is no longer the traditional
QWERTY layout, but has been transformed to
an AZERTY layout. In addition autocorrection
will now suggest French words, so typing "ces"
will cause the device to suggest "c'est," and
when using Dictation, French is what is being
listened for and so the students can practice
their pronunciation as they speak and watch
their words transcribed. At the end of class it
takes less than a minute for all the iPads to
switch back over to English.
Communication today is different. Methods of
interpersonal communication have blossomed
and with their iPads students are able to
practice their world language in many ways.
World language students practice their written
language skills through the Mail and Messages
apps on their iPads, and practice oral language
using FaceTime. The use of FaceTime has
proven to be highly effective in learning
American Sign Language (ASL), where
"spoken" language moves from an auditory to
a visual medium.
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describe how its solution
supports the teaching and
learning of cultural
knowledge.
Through iTunes U the students subscribe to
course constructed by their teacher where
they find audio recordings by their teacher,
with a voice and accent that is so familiar to
them. And because they can download the
content and carry it with them locally, they can
listen to those audio clips as often as needed
until they have mastered them.
Partnering with another middle school
classroom, Spanish students join in a
discussion, "todo en español," with peers from
a neighboring district. This is happening via
FaceTime, and because it is live and with their
peers, student engagement is up and the
preparation that went on ahead of the event
has been strong.
During parent conferences the Chinese
instructor is no longer limited to sharing
paper-based evidence of student achievement,
but now is able to share audio and video
recordings of the student using their growing
mastery of the language in real classroom
settings.
Using Apple TV and FaceTime, the teacher is
able to bring native speakers of the language
being taught into the classroom as a visiting
expert. In the St. John Valley of Maine where
there is a concerted effort to keep the use of
the French language alive this is especially
valuable, as these local experts are often the
grandparents of current students, only too
willing to help support world language
instruction in local schools.
At Indian Township School there are students
who still hear the Passamaquoddy language
spoken in their homes or at family gatherings.
These students are making use of the audio
and video recording capabilities of their highly
mobile iPads to help make sure that a record is
captured of this threatened language so it
does not disappear. By creating video and
audio record of the language, and then
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transcribing the text, they are doing the work
of linguists and engaging with a world
language in a deep and personally compelling
way. They are not simply learning the historic
language of their people, they are learning
about their culture as well.
Safari gives all students access to web sites
that are native to the culture where the
language they are studying is spoken. By
visiting these sites and taking advantage of
current topics the students gain experience
with their language that would not be
available any other way. Images and video
content provide insight into the people and
cultures where their language lives, helping
the students put their language learning in a
greater context.
6.6.3.2.
Hawaii
While the Provider is not required
to provide educational content,
each Bidder must identify all of its
application software and describe
how it will support educational use
and how it will align tools and
resources with Hawaii’s adopted
academic standards – the Common
Core State Standards for English
Language Arts and Literacy in
History/Social Studies, Science, and
Technical Subjects; the Common
Core State Standards for
Mathematics; and HCPS III for CTE,
fine arts, physical education, and
world languages. Hawaii also
anticipates adopting the Next
Generation Science Standards,
pending their completion in 2013.
Apple Professional Development has
considerable experience working alongside
Hawaii Department of Education content and
curriculum specialists to help Hawaii teachers
leverage their learning devices and the
software tools included to support their
educational use in alignment with Hawaii
standards.
All Apple products come equipped with tools
that help students take control of their time in
school and beyond. In addition to supporting
all learners in achieving to standards in
academic courses, the devices offered in
Apple’s proposal are powerful tools for
supporting the development of a college-
ready, work-ready young person.
The applications described in Sections 6.6.1.6
and 6.6.2.1 provide vast instructional
possibilities across all subjects and in support
of the academic standards to include Common
Core.
This plethora of software applications provides
vast instructional possibilities and can be used
to assist teachers and students in meeting
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some of the objectives and General Learner
Outcomes put forth in the 2012 update to the
Hawaii DOE Strategic Plan 2011-2018.
Two exemplary programs that continue to
demonstrate the seamless adoption and
integration of Apple tools into learning aligned
to Hawaii’s academic standards and goals of
the Strategic Plan are HIKI NŌ and Waianae
High School Searider Digital.
HIKI NŌ, the nation’s first statewide student
news network, was recognized in March of
2012 by the Hawaii State Senate as a local and
national leader in digital media. Seventy-three
(73) public, private, and charter middle and
high schools participate in the HIKI NŌ student
newscast, which airs weekly. The Corporation
for Public Broadcasting writes about HIKI NŌ,
“The project gives students from all parts of
the state equal access to workforce and 21st
century learning skills – digital literacy, critical
thinking, problem solving, creativity, and
communication – that are essential for success
into today’s economy. Participation in HIKI NŌ
has given many students the real-world
experience of working in a newsroom and has
even encouraged some to pursue careers in
journalism.”
The accomplishments of Waianae’s Searider
Digital have been noticed by the community.
Noting the advanced understanding of digital
media as well as the general overall academic
success of recent Searider Digital program
graduates, Leeward Community College (LCC)
has extended a grand opportunity to Searider
Digital students by allowing them to enroll in
college courses while still in high school. LCC’s
willingness to invest resources in students
from the Searider Digital program certainly
validates a primary goal of the program that is
aligned with one of the DOE’s goals: to
produce students that are fully prepared to
succeed in a college environment.
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6.6.4.
Network and Device Connectivity
The device must be able to connect to
network file servers using common
networking protocols (e.g., smb, afp,
nfs, ftp, etc.). The device must be able
to utilize common peripherals for
input and output (e.g., networked and
stand-alone printers, digital cameras,
digital video cameras, scanners, etc).
Student and Teacher Tablet Devices: iPad
and iPad mini
The iPad can connect to many different
network file-sharing protocols through apps.
The provided GoodReader app can connect to
file servers using common networking
protocols such as SMB, AFP, FTP, SFTP, and
WebDAV.
Printing
Print right from your iPad or iPad mini over
WiFi with AirPrint to any AirPrintenabled
printer. There’s no software to download,
no drivers to install, and no cables to
connect.
Peripherals
iPad and iPad mini are able to connect to
any number of peripherals (cameras, MIDI
instruments, data collection sensors, etc.).
Peripherals are connected using the all-new
Lightning connector, Lightning USB
adapters, or wirelessly via Bluetooth. Please
see Cost Proposal Form, Table 4 Optional
Features for more information.
Teacher Laptop Device: 13-inch MacBook Air
The networking technologies in OS X are
based on industry standards. Examples of
these technologies include but are not limited
to: IPv4, IPv6, DHCP, HTTP/HTTPS, FTP/SFTP,
SSH, NFS, AFP, and SMB. In addition to built-in
Bluetooth 4.0 support for wireless device
connectivity, MacBook Air includes built-in USB
3.0 and Thunderbolt ports for connecting to
digital cameras, printers, scanners, external
storage, and many other compatible devices.
6.6.5.
Distance and Online Learning
The portable computing device must
be able support common learning
management systems (i.e. Moodle,
Blackboard, Studywiz, etc.) to facilitate
distance and online learning. In
addition, the portable computing
Apple’s solution is compatible with common
open source and proprietary distance and
online learning systems both through Apple’s
Safari browser and dedicated apps running on
iOS.
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device must be compatible with
common online content providers (i.e.
oercommons.org, cnx.org,
khanacademy.org, ck12.org, iTunes U,
etc.).
iTunes U gives educators an easy and free way,
through iTunes Course Manager, to design
complete courses embedded with audio,
video, documents, books, applications and
other content with distribution through the
iTunes U app.
6.6.6.
Student Information Systems
The portable computing device must
be compatible with common student
information systems in use in schools
and states.
Apple’s proposed solution complies with this
requirement.
6.6.6.1.
Maine Student Information Systems
(SIS)
The Maine Department of
Education utilizes Infinite Campus
State Edition for management
reporting purposes. In addition,
Maine schools primarily utilize
Infinite Campus and PowerSchool
for local management and
reporting purposes. Bidder’s
solutions must be compatible with
Infinite Campus and PowerSchool
systems, and Bidder’s will be
required to work with the
Department to maintain
compatibility as both the solution
and the SIS systems evolve.
Apple’s proposed solution complies with this
requirement as follows:
Infinite Campus
The Infinite Campus mobile portal is available
as an app for iOS/iPad:
https://itunes.apple.com/us/app/infinite-
campus-mobile-portal/id464352883?mt=8
Pearson
PowerSchool is available on iPad as a set of
apps for students, teachers, and parents. The
apps provide real-time access to attendance,
assignments, announcements, grades, test
scores, fee transactions, and more. Information
is available on the Pearson/PowerSchool site:
www.pearsonschoolsystems.com/products/mo
bile/
To view or download the apps in the App
Store, go to:
PowerSchool for Students
https://itunes.apple.com/ca/app/powerschool-
for-students/id444984364?mt=8
PowerSchool for Parents
https://itunes.apple.com/ca/app/powerschool-
for-parents/id444983648?mt=8
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PowerTeacher Mobile
https://itunes.apple.com/ca/app/powerteacher
-mobile/id390563073?mt=8
6.6.7.
Stand-alone
The portable computing device must
be able to function in a stand-alone
mode sufficient to enable the user to
perform basic functions (e.g., writing,
data analysis, multimedia, information
management) without requiring
network access. The Bidder must
describe the differences, if any, in the
function of the device when it is
network-connected versus in stand-
alone mode. Bidders should consider
that many families do not have
broadband Internet access at home.
Learning is not Restricted or Defined by
Access to the Internet
Apple devices are designed to encourage
student learning to occur in any and all
environments. While classroom time is a
precious commodity, we want students to
flourish away from their desks as well. In a
rural state with many learning opportunities
located either off the Internet grid or in homes
that face challenges in connectivity, Apple
believes that our devices empower individual
students to pursue their learning in any and all
environments.
Student and Teacher Tablet Devices: iPad
and iPad mini
The iPad and iPad mini are designed to
provide a completely functional off-line
experience. Students and teachers can
perform all functions necessary for offline use,
including saving files, writing, data analysis
(with tools like Numbers), accessing
multimedia (via the Music or Video apps or
Safari's media cache feature), and general
information management.
Additionally, the Safari browser allows for
HTML5 Offline Support, allowing web pages
stored on your computer to be immediately
accessible at any time. The Reading List feature
in Safari allows web pages to be cached for
offline viewing. The browser also supports
media caching for audio and video data using
the HTML5 application cache. This enables
offline media playback as well as better media
performance when an Internet connection is
available but slow.
Apple's response includes a complete suite of
tools for effective learning when the device is
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offline. This includes iTunes U, iBooks,
GarageBand, iMovie, and Pages to name a few.
When the device is offline, access to the
Internet, cloud-based storage, and other non-
cached content (including email that has not
yet been received by the client) will be
unavailable. Tools that rely on Internet
connectivity (Mail, Browsing, Siri, Dictation,
etc.) will take advantage of a configured
network connection as soon as one is
available; no user intervention, rebooting, or
other interactivity is required.
Teacher Laptop Device: 13-inch MacBook Air
MacBook Air provides a completely functional
off-line experience. Teachers can perform all
the functions necessary for offline use,
including saving files, writing, data analysis
(with tools like Numbers), accessing
multimedia (via the iTunes Media Library or
Safari's media cache feature), and general
information management.
Additionally, the built-in Safari browser allows
for HTML5 Offline Support, allowing web
pages stored on your computer to be
immediately accessible at any time. The
Reading List feature in Safari allows web pages
to be cached for offline viewing. The browser
also supports media caching for audio and
video data using the HTML5 application cache.
This enables offline media playback (as well as
better media performance when an Internet
connection is available but slow).
Apple's response includes a complete suite of
tools for effective teaching when the device is
offline. This includes QuickTime Player,
GarageBand, iTunes, iMovie, and Pages to
name a few.
OS X’s unique "AirDrop" feature allows users in
close proximity to continue to share files
wirelessly between Macs, even when a wireless
network is not available.
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When the device is offline, access to the
Internet, cloud-based storage, and other non-
cached content (including email that has not
yet been received by the client) will be
unavailable. Tools that rely on Internet
connectivity (Mail, Browsing, Dictation, etc.)
will take advantage of a configured network
connection as soon as one is available; no user
intervention, rebooting, or other interactivity is
required.
6.6.8.
Cloud Requirements
The Bidder must include a
recommended minimum school
Internet bandwidth capacity for its
solution. Recommended bandwidth
should be expressed in megabits per
second for each 100 users per school.
This recommendation should assume
that the entire school is participating
in the program, and therefore all
students may be leveraging the
portable digital device. The
Department recognizes that some
general activities not specific to the
solution can drive significant
bandwidth usage, and recognizes that
schools will need to install bandwidth
necessary to support the density of
users associated with a 1:1 program.
However, if the Bidder's solution relies
on cloud-based tools and
functionality, the Department needs
to understand what impact, if any, the
introduction of the solution will have
on school bandwidth needs. Bidders
should design a solution that respects
the availability of bandwidth in
schools.
Student and Teacher Tablet Devices: iPad
and iPad mini
While bandwidth requirements will vary by
task, the recommended Internet bandwidth is
10 Mbps or faster per 100 users. This is aligned
with the SETDA recommendations for Internet
bandwidth:
www.setda.org/web/guest/broadbandimperative
Student and Teacher iPads will be backed up
using Apple's iCloud Backup solution. The
impact of the iCloud backup solution on the
network is mitigated by two factors:
1. Only the changed blocks in a file are
copied.
2. Automatic backups only occur when the
device is plugged in, locked, and
connected to Wi-Fi.
Most backups will occur when the device is
charging at home overnight. If a device has
not backed up after an extended period of
time, the user will be prompted. Users can
manually initiate a backup when on battery
power.
Teacher Laptop Device: 13-inch MacBook Air
While bandwidth requirements will vary by
task, the recommended Internet bandwidth is
10 Mbps or faster per 100 users. This is aligned
with the SETDA recommendations for Internet
bandwidth:
www.setda.org/web/guest/broadbandimperative
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Apple’s proposed solution includes a server
that caches updates and applications to
minimize the impact on a school’s Internet
connection.
Teacher MacBook Airs will be backed up using
Code 42’s CrashPlan PROe service. The impact
of the cloud backup service on the network is
mitigated by network conscious features like
just copying the changed blocks in a file, de-
duplication, and compression before
transmission.
6.6.8.1.
Maine School and Library Network
For more information about
available bandwidth in Maine
schools, please see Appendix E,
State Profiles — Maine.
Apple has reviewed this information and
confirms its understanding thereof.
6.6.9.
Software Updating
The Provider should describe how its
solution will provide the capacity to
update the portable computing
devices. This includes incremental
and major updates that may be
required after the portable
computing devices have been issued
to students. Increasingly, schools are
issuing the portable computing
devices to students, and the students
are retaining the device even during
long vacations including summer
break. The Provider should describe
whether or not it will be necessary for
schools to collect the portable
computing devices to apply major
updates efficiently. The portable
computing devices will be able to be
updated from a central location via a
"push" method or "over the air"
method rather than each device
separately and manually for
incremental updates.
Ideally, major updates should not
Student and Teacher Tablet Devices: iPad
and iPad mini
In a deployment with Post-PC devices such as
iPad, users are not dependent on a central
server and IT to update the OS and apps. Users
are automatically notified of application and
OS updates and can install these updates on
their own, over the air. iPad is designed to
simplify complex IT tasks so that the end user
can support themselves and reduce the
burden on IT support resources. Additionally,
major OS updates may be installed in-place,
and do not require the end user to reformat
and reinstall, although that method is also
available if desired.
Teacher Laptop Device: 13-inch MacBook Air
This proposal includes JAMF Software’s Casper
Suite to deliver a new generation of
capabilities in managing MLTI Macs. This suite
will provide the ability for the state and
schools to centrally and wirelessly deliver both
major and minor software updates without
requiring re-imaging or collection of the
machines during the summer period, saving
the State and schools time and money. It will
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require users to perform a complete
back and restore of user data and
configurations in order to apply the
update. While the Department
recognizes that performing a backup
before a major update is "best
practice", it is desirable that the
solution allow for "upgrades"
whenever possible as opposed to
"reformat and reinstall".
also make it easier for schools to centrally and
wirelessly deliver locally selected software.
Software updates for OS X and included
applications will be made available via a “Self
Service” portal for individuals to install on their
own. Updates to OS X and applications can be
pushed to client computers via policy from a
centralized server as determined by the State
or school in conjunction with the Project
Team. Specific software updates will be cached
and served from a server located at each
school site in order to minimize bandwidth
requirements. When machines are outside of
school, the “Self Service” portal will
automatically point to a mirror of the content
to minimize a school’s bandwidth
requirements.
Major updates to OS X can be “pushed” out to
devices by the school or installed manually by
the user via a “Self Service” portal. A user-
driven upgrade reduces the need to collect
devices and is designed to preserve user data
during the upgrade process. Similar to minor
OS X software updates, major updates can be
staged to the device and forcibly applied if
necessary.
The proposed solution does not require a
complete backup and restore of user data and
configurations in order to apply updates.
However, a recent backup of user data is
always recommended when making
substantial changes to a system.
6.6.10.
Software Restore
The portable computing device will
be able to be restored easily and in a
reasonable timeframe. The Provider
should take into account the range of
sizes of schools and account for
reasonable restore processes for both
large and small school deployments.
The Provider is responsible for
providing any associated software,
Student and Teacher Tablet Devices: iPad
and iPad mini
All users will automatically backup using
iCloud Backup on their iPads.
If a device needs to be restored, it is a simple,
user-driven restore process that is part of the
iOS Setup Assistant on all iPads. All apps and
settings automatically restore to the
replacement device without additional tools.
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hardware, or networking equipment
necessary to restore the device to a
base state. In addition, the restore
process should allow for easy
additions to the base software load as
schools may desire the additional
software titles or adjustments to basic
settings. Ideally, a device should be
able to be restored, including local
additions, easily so that upon
completion of the process, no further
manual installations or configuration
changes are necessary.
Teacher Laptop Device: 13-inch MacBook Air
Each MacBook Air will have a Restore Partition
that provides the ability to restore the base OS
and any applications that are part of the MLTI
image. Updates to the operating system and
applications can be performed either at the
user's discretion using the “Self Service”
capabilities of the solution, or they may be
pushed to each device when critical updates
are necessary.
Updates to the restore partition image will be
provided after two major revisions to the OS.
To facilitate this, Apple will provide one USB
flash drive for every fifty (50) MacBook Airs
shipped or a minimum of one per building.
The flash drive will come preconfigured with
the State-approved baseline image and a
simple tool for updating the restore partition.
6.6.11.
Operating System and Software
The Provider must include current
and upgraded versions of the core
operating system software and all
other software included as a part of
the Provider's solution through the
term of the agreement in order to
maintain usability with upgrades and
enhancements to surrounding
systems and peripherals. The Bidder
must provide a device which will not
require hardware upgrades in order
to reasonably keep up with possible
future software upgrades (e.g., initial
delivery should include adequate
memory, storage, and processing
power for typical upgrade cycles
given the term of the agreement) or
the Provider should include a
description of how it plans to
upgrade the equipment through the
life of the project to maintain
adequate functionality and minimize
disruption and the availability of the
Apple will provide current and upgraded
versions of the core operating systems if they
become available for the proposed devices
through the term of the contract period. The
proposed MacBook Air, iPad, and iPad mini will
include adequate hardware such as processing
power, memory and storage to maintain
usability with educational relevant software.
Apple will provide appropriate upgraded
versions of Apple’s iLife and iWork suites in our
per seat cost. The Bento Site License includes
one upgrade during the four year contract.
CrashPlan PROe, JAMF's Casper Suite and
eBackpack include four year maintenance
agreements.
Please see Section 6.6.11 of the Terms of
Agreement for Apple's complete response to
the proposed language.
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solution.
6.7 Device Options
RFP Requirement
Apple Response
The Department wishes to enable schools,
who so desire, to enhance or complement the
basic solution with additional, optional
software and hardware at their own local
costs. Each Bidder should describe what it can
offer, separately priced, to enhance schools’
effective use of the basic solution—strictly as
an option for local school units to consider
should the Bidder become the awarded
Provider. Schools may also opt to acquire such
offerings independently if they are able to
obtain better pricing from other parties. The
Bidder shall include only those products,
models and features that it will support if
configured and connected to the proposed
solution.
The Bidder should specify and describe fully
here the features, functions and advantages of
such offerings. Provide the price quote on
Appendix B, Cost Proposal Form, Table 4 for
each item, including all cost options (please
use consistent item numbers in this section
and on Appendix B, Cost Proposal Form, Table
4). Specify whether the price includes
shipping, installation and related charges; if
not, specify what additional charges would be
added. Ensure that the total cost is
represented.
The Bidder is to provide the manufacturer
name, model, short description, warranty, unit
and volume prices. Also, include any additional
cables, connectors and adapters required. If
any software upgrades or additional features
are required, so state. These devices, cables,
connectors and adapters must be available
through the Bidder’s corporation for delivery
All items listed in this section are available
through the Volume Purchase Program and
the Apple Store for Education. Shipping costs
are included. Details of Optional Software is
included in Section 6.7.1. Details for Optional
Hardware is included in 6.7.2. For pricing
information, please see Appendix B, Cost
Proposal Form, Table 4.
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to the individual sites. The value of such
offerings will not be considered in the
evaluation score of the proposal.
6.7.1
Optional Software
The vendor may provide students
and teachers access to software and
applications such as educational
content, web-page development
software, student information,
assessment tools, data management,
etc. Specify such offerings here.
Optional Software for iOS devices
Below are just a few of the many optional
software applications available for iOS devices:
Blackboard
Blackboard's market-leading Learning
Management System is available on
iOS/iPad. See app in the iTunes store:
https://itunes.apple.com/us/app/blackboar
d-mobile-learn/id376413870?mt=8
BrainPOP
The BrainPOP Mobile app makes all of
BrainPOP's animated tutorials available for
iOS/iPad. See description on BrainPOP's
website:
www.brainpop.com/educators/community/
blog/2011/11/webinar-alert-brainpop-
mobile/
See also the app in the iTunes store:
https://itunes.apple.com/us/app/brainpop-
featured-movie/id364894352?mt=8
Discovery Education
Discovery Streaming is the most widely
used video streaming service for K12
education. It is available on iPad/iOS; see
description on the Discovery web site:
www.discoveryeducation.com/ipad/
Explore Learning – Gizmos
Many of ExploreLearning's popular
interactive activities are available on
iOS/iPad. See the Gizmo app in the iTunes
store:
https://itunes.apple.com/us/app/gizmo-
sampler/id545873105?mt=8
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Global Scholar – Pinnacle Learning
Management System
For additional details the Pinnacle Learning
Management System on iOS/iPad, please
refer to Global Scholar’s letter of support in
Apple Appendix 2.
Infinite Campus
The Infinite Campus mobile portal is
available as an app for iOS/iPad:
https://itunes.apple.com/us/app/infinite-
campus-mobile-portal/id464352883?mt=8
NWEA — MAP Assessment
For additional details about the MAP
assessment on iOS/iPad, please refer to
NWEA’s letter of support in Apple Appendix
2.
Renaissance Learning
Various products are available as apps or
through the browser on iOS/iPad, or are in
development. The iPad app for Renaissance
Learning's flagship Accelerated Reader
product is available in the iTunes store:
https://itunes.apple.com/us/app/accelerate
d-reader/id440734561?mt=8
For additional details about Renaissance
Learning’s support of iOS/iPad, please refer
to the letter of support in Apple Appendix
2.
Study Island (now owned by Edmentum)
Please visit the technical requirements
(support) for Study Island on iOS/iPad via
the native browser:
www.studyisland.com/web/training-
support/technical-requirements/
Studywiz
The Studywiz products are available for
iOS/iPad. Please refer to the Studywiz
website for more information:
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www.america.studywiz.com/?page_id=2813
Also view one of several Studywiz apps in
the iTunes store:
https://itunes.apple.com/us/app/elocker-3-
for-studywiz/id550384644?mt=8
Optional Software for OS X devices
The software listed below can provide
additional security and enhanced teaching and
learning opportunities.
Computrace Complete (Academic) 4-year
Absolute Computrace allows organizations
to centrally track and secure all of their
endpoints within a single cloud-based
console. Computers and ultra-portable
devices can be remotely managed and
secured to ensure – and most importantly
prove – that endpoint IT compliance
processes are properly implemented and
enforced.
Apple part number H1379LL/A
NoteShare (4-year includes support/
maintenance)
NoteShare is a powerful desktop
application for creating, publishing and
sharing media-rich, multi-page notebooks.
Users can instantly share their notebooks
with other NoteShare users for presenting,
viewing and editing information. NoteShare
can be used in the same room, same
building and globally for connecting
anytime, anywhere. Sharing means that the
information in a shared notebook can be
viewed, edited and modified by other
NoteShare users. Any NoteShare user can
share a notebook from their own personal
computer and allow other NoteShare users
to access, view and edit it. With NoteShare,
you don't need to use a third party hosting
service or server, just two or more users to
start sharing and working on the same
notebook.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 148
RFP Requirement
Apple Response
Mathematica (4-year includes support/
maintenance)
Wolfram Research’s Mathematica delivers
an unparalleled level of mathematical
engagement for students. The combination
of Mathematica and a MacBook Air enables
students to engage in real-life modeling
and manipulation of mathematical
expressions.
Conveniently digital
The Mac App Store makes it easier than ever to
browse and download applications for the Mac
and distribute them to your organization.
Powerful Apple apps are just a click away. No
more buying multiple discs and waiting for
them to arrive. With the Mac App Store, you
get the software you need fast.
Buy in volume and Apple software products
are even more affordable. And the Apple
Maintenance Program (AMP) ensures that
you’ll always have the most current version.
Save up to 50 percent on all Apple software
when your school purchases 20 or more copies
in a single transaction.
AMP entitles customers to all paid upgrades
for three years when purchased in quantities
of 20 or more in a single transaction.
www.apple.com/osx/apps/app-store.html
https://volume.itunes.apple.com/us/store/
6.7.1.1.
Maine Proficiency- and Standards-
based Education Models
Maine is a leading state in the
implementation of using national
standards and industry recognized
credentialing exams as assessments.
The national and state certified
standards currently in use can be
found at www.maine.gov/education
/it/resource_directory.shtml. These
Apple’s proposed solution complies with this
requirement.
Multi-State Learning Technology Initiative Proposal Apple Inc. Page 149
RFP Requirement
Apple Response
standards are our CTE’s programs’
benchmarks. Twenty-four Maine
school districts have formed the
Maine Cohort for Customized
Learning which seeks to support
the implementation of
performance-based learner-
centered educational systems.
Further, Maine recently enacted
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