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use separate file for front cover

See color pdf from Sexton

Transforming K12 Education ÂŽ

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In this issue



34 33 Editorial

Charlie Kratsch Benevolent Dictator (Infinite Campus Founder and CEO) Liz Schmitt Editor Infinite Campus Mary Sullivan Graphic Designer Sullivan Design Steve McHugh Photographer McHugh, Ltd.


Welcome! 2 3

Liz Schmitt, Editor Charlie Kratsch, Founder and CEO

Stephanie Colgan Colgan Photography


Matt Schmitt Matt Schmitt Photography

Why Change is Needed

Contributing ARTICLES

Ian Connel Michael Gilbreath ON THE Cover

Sean Kratsch. Dude. INFINITE CAMPUS 4321 109th Ave. NE, Blaine, MN 55449 (651) 631-0000 (800) 850-2335

INFINITE CAMPUS is a registered trademark of Infinite Campus, Inc. The INFINITE CAMPUS logo and Transforming K12 Education are the trademarks of Infinite Campus Inc. Š2009 Infinite Campus, Inc. All Rights Reserved.


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It's Time for Change The Cornerstone of Transformation Redefining Parents as Counselors Making Every Teacher a Master Teacher Administrators Create a Community Learning Center

How Change Will Happen


Campus Connections 38 40 42 43 44


46 48

Get Inspired at Interchange Transform Your District: Advanced Learning Experiences Launching Finance/Human Resources Remodeling the Infinite Campus University Out of the Box with a Dash of Difference (Campus Custom Development) Discover Creative Solutions (Campus Process Consulting) A Day in the Life of a Support Rep Campus Partners

Systemic Change

What Change Will Bring

28 30 32 34

Engaged Parents Empowered Teachers Effective Administrators Enthusiastic Students


Editor’s Letter The Community Learning Center Benefits for Students Individualized learning plans; become lifelong learners

By Charlie Kratsch The Benevolent Dictator, (a.k.a. Founder and CEO)

Benefits for Parents Participate as counselors to guide educational process

Benefits for Teachers


Lesson planning tools and access to learning marketplace

Liz Schmitt, Editor

Benefits for Administrators

Efficient just-in-time scheduling and resource management

Some things have sure changed since I was a kid. Card catalogs anchored my school library. Essays were written long hand or on a manual typewriter. But I find other things have not changed. Much of teaching continues to be grounded in lecture format, uniform worksheets, and rote memorization. There are strict structures of periods, classes and grade levels. This is stifling our children’s progress and I’m concerned. Why are we stuck in the factory model? Change of this magnitude can be daunting. But, embracing the power of information technology and envisioning a different way to teach and learn will make it happen. This issue of the magazine examines how Infinite Campus will partner with you to disrupt the factory model school and create change. You’ll see how information technology can create a student-centric Community Learning Center with individualized learning plans for every student. You’ll discover the benefits of redefining the roles of parents and teachers. You’ll agree that these changes will create enthusiastic students who will mature into lifelong learners. Campus Customers have joined Infinite Campus in its vision for change. Thank you.

Benefits for Technology Directors National standards, national data warehouse and data mining

hile my kids have been playing Guitar Hero and Rock Band for years, I just got into it this past Christmas when they added a drum kit. These games rock! Besides having a ton of fun both alone and with my boys, I learned more about music in three months of playing the game than I did during five years of playing a trumpet in the school band. So I started thinking about why that was. On the surface these games appear to be nothing more than fancy versions of Whac-A-Mole: that arcade game where you try to hit stuffed animals with a mallet when they stick their heads out of holes. In reality, they are complex software applications that combine user roles, individual skill development, team collaboration, reward systems, online marketplaces and a kick-ass soundtrack. It occurred to me that this is a great example of digitalage learning. I learned because I was having fun. Instead of struggling alone with scales or sitting in a band room with a teacher trying to keep sixty students in sync, I was rocking away (i.e. learning) with AC/DC, the Rolling Stones and my family. In just three months I went from never having touched a drum kit to playing nearly every song on expert

>> Let students choose learning activities that interest

them instead of forcing them to follow along in textbooks. mode. Does that mean I can tour with Springsteen? No, but I now have a better understanding of musical composition and have expanded my musical tastes. As educators we can learn from video games. Let students choose learning activities that interest them instead of forcing them to follow

along in textbooks. Allow students to progress at their own pace as opposed to staying with the class. Reward students for achievement, not seat time. And most of all have fun!

Ready? We are.

Ian, Charlie and Sean Kratsch ROCK!


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intelligence is the ability to

adapt to change

Things Have Changed!

Stephen Hawking, Theoretical Physicist sold its first book, which was shipped from Jeff Bezo’s garage in Seattle. Today, sells a lot more than books and has sites serving seven countries, with 21 fulfillment centers around the globe totaling more than nine million square feet of warehouse space.


Our Mission

Google was a research project by two Stanford students, believing that a search engine that analyzed relationships between Web sites would produce better rankings. Their first search engine was named “BackRub.” The rest is history.


Transforming K12 Education

Our Vision Public K12 education exists to serve its must K12 education. When America shifted from an agrarian to an industrial economy over a century ago its educational system was

factory school designed to create the factory workers and

new image

managers needed to power the industrial society. We believe information techtransform education as it has

in the world of education. While

After 14 years, Infinite Campus settles into campus its new corporate headquarters and becomes the largest American-owned SIS in the country. The next generation of G3 is being developed that will Transform K12 Education.

many are debating vouchers, NCLB, grading systems, truancy and dropouts, a privately funded enterprise will cause disruptive

Premiere Issue • Fall 2007

be dramatic changes…dramatic.

Looking Ahead – Fall 2008 Student test results look great on Grandma’s fridge. They would look even better if the results could be used in the classroom to pinpoint student needs.

Watch for the next issue of The Infinite Campus focused on assessments. Learn how educators use this information in the classroom – before the next school year begins!

Infinite Campus

DaVinci Institute

"There is incremental change. There is transitional change. Then, there is transformational change. We support transformational change.” Transforming Education: Delivering on Our Promise to Every Child The Council of Chief State School Officers (CCSSO)

Spring 2009

The Infinite Campus Magazine


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8 3

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2 Pine Tree Drive, Suite 302 Arden Hills, MN 55112-3715



2 1

Not Just Another Brick in the Wall Retooling the factory school




imagine the possibilities

The 21st century learning environment will have customized learning for each student to a degree never seen before.

Fall 2008


accomplish things previously thought to be impossible.




cators can be more productive in their daily tasks and

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adapt to a world of constant and


and practices used by the private sector to K12, edu-

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be flexible and agile enough to

And, within five years, there will

have shown that by adapting and applying technology


“A new system for learning has to

education systems to emerge.


other sectors of society. We

There will soon be a radical shift


nology is the catalyst that will

rapid change.”


credits are all artifacts of the

Dramatic Change

progress should also inform teachers’

A Harvard sophomore concocted a social facebook networking site called Facemash to try to forget a girl he had a crush on. Today that site is better known as Facebook, with more than 200 million active users worldwide, changing the way we communicate with others.


Grade levels, terms and periods, grading curves, and

future to track and measure student classroom practice and training.”


transformed into the model we have today.

“Data systems used today and in the

NetFlix gave us on-demand movie rental delivered to our doorstep. You are greeted by name, given personalized movie recommendations at each visit, and sent tracking emails when videos are sent or received. It’s like having a best friend.


customer, society. As society changes, so

So, how will education change?

Fall 2007 Not Just Another Brick in the Wall


More Alike Than Different





Fall 2008 The Next Generation of Campus

Spring 2009 Campus Community: More Alike Than Different

The Campus Community is strengthened by shared information. This magazine is an important way for us to communicate with you. Stories focus on our direction for the future, share insights from other Campus Users and promote opportunities to connect with each other. To view these issues online, visit the Infinite Campus Web site:


It’s Time for Change

Ready? We Are!


e can no longer continue to do the same thing yet expect different results. Everyone knows that our educational system must change. But how? Infinite CampusÂŽ is developing the third generation (G3) of information technology that can, and will, transform K12 education. It will redefine roles and reshape the nature of teaching and learning. Although the G3 solution is unprecedented in K12 education, the business and industry professions have used similar technologies for years. Once in place, education will never be the same.

Three Generations of Infinite Campus

>> 1 >> 2 >> 3 >>


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For more than a decade, Infinite Campus has provided data management solutions to more than 1,900 districts and five state departments of education. It is now the largest American-owned student information system in the country and experiences continued growth each year. It started with the Infinite Campus District Edition (G1), focused on district administration to streamline administrative processes and increase stakeholder collaboration. G2, the second generation, expanded into state departments of education, providing scalable tools for effective

data collection and reporting. Now, with the development of G3, the focus is on continuous improvement and individualized learning on a national level. This has been the mission of Infinite Campus since its beginning. The strength of a web-based, truly integrated system providing real-time information is the foundation for change. Education will be student-centric, yet community oriented. It will be hands-on, yet rely on technology. It is ambitious and inspirational, yet grounded in realworld experience.

All students are not the same. G3 will retool the factory model and provide systems to create a new learning environment.


Transform K12 Education G3 Solution Creates

The Impact of G3

Economic Revolution Drives Change

In the 1980s, the hot topic was “A Nation at Risk,” a title that sounds

History has proven the most influential indicator of educational change is economics. Schools respond to the needs of society at the time.

like a bureaucratic concern, disconnected from ordinary people. Today, nearly 30 years later, the concern has gotten personal. Our children are at risk. If education doesn’t start doing things differently, students will not be prepared for the challenges of the 21st century. Their future is in jeopardy. G3 is the impetus to disrupt the status quo, support these changes, and, working with educators, build a new model of education.

Enthusiastic Students

The G3 Solution

Engaged Parents

Benefits for Parents >> Participate as counselors to guide educational process

The Industrial Revolution Factory School

Benefits for Teachers >> Lesson planning tools and access to learning marketplace

The agrarian culture of America was transitioning to the industrial age, and the American school system responded. It was no longer necessary to create citizens; American schools must now create workers.

Benefits for Administrators >> Efficient just-in-time scheduling and resource management Benefits for Technology Directors >> National standards, national data warehouse and data mining

Effective Administrators

“We must move beyond simply adjusting or layering on more programs/policies to the current system. It is time to change the rules, to encourage innovation, to learn from other sectors, and to apply new principles to transform the profession.” Tr an sform i n g edu c ati on: Deli veri n g on oU r P r om i se to e very chi ld Th e co uncil o f chief state scho o l o fficers (CCSSO )

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Breaking from England, the new nation needed to create a base of loyal citizens. How could this disparate group of individuals come together to build, secure and perpetuate the ideals of democracy? Education was the answer.

Benefits for Students >> Individualized learning plans; become lifelong learners

Empowered Teachers


The American Revolution One Room School House

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The Digital Revolution Community Learning Center Today we are facing a chasm of change in education. The Web, email, Facebook, YouTube, Twitter, iPhones and much more have wrenched us out of a factorymodel society and delivered us into the information age. America must educate lifelong learners to meet the challenges of a global society.



The Cornerstone of Transformation:

Individualized Learner Plans E

very child needs an ILP to reach their potential. Every child is unique, with various abilities, learning styles, and interests. Teaching to a class of 25 students as a group rather than a class of 25 individuals is no longer successful. Why don’t all students have ILPs now? Because it seems a daunting task to create, sustain, and manage personalized education. Technology can help that. Why it Matters Our hyper-individualized, techsavvy kids are being stifled by the factory-school model and we’re at risk of losing the best investment we have; our children’s future. K12 education must prepare students for a world vastly different from the current one-size-fits-all model. We create unique profiles on Facebook. Download only the music we enjoy to our iPod. Expect Amazon to greet us by name. Business and industry has used personalization tools for years.

It’s time for education to catch up if we want to realize increased student achievement. Creating an ILP for every student will begin the process of redefining roles, creating innovative opportunities, managing efficiencies and ultimately transforming K12 education. But most importantly, it gives new relevance to what students learn in the classroom and prepares them with the learning tools they’ll need for a lifetime. Building the ILP It begins with the parents, guardians, or other responsible adults (grandparents, foster parents, etc.) overseeing the well-being of the child.

(We will refer to anyone assuming this role as parents.) Who knows the child better? Is the child a visual, auditory or kinesthetic learner? Do they enjoy art, athletics, or mechanics? Are there teaching styles to which they respond better? What are their future aspirations? What do they need to learn to accomplish their goals and graduate? Parents usually know the answer to these questions. In addition, Infinite Campus collects a tremendous amount of data about every student. The parent will now have access to a system that allows them to create plans to meet not only graduation requirements but personal achievement goals. They can

"Learning will become hyper-individualized, with students learning what they want to learn, when they want to learn it. Most of today’s existing learning impediments will eventually go away." DaVinci Institute: Future of Education

counsel the student on class selection, appropriate extra-curricular activities, etc. Research confirms that students are more successful when parents actively participate in their educational process. The ILP suggested here is similar to what is already familiar for special needs and gifted and talented students. Every ILP is based on goals (standards); experiences (how to present/teach the material); and assessments (tracking what has been learned). But how is this scalable for EVERY student? The answer is technology.

This new model of education will create an ILP-centric school. District users will continuously update experiences, assessments and other relevant student data in real time and schedule and reschedule the student with the next appropriate task, the right teacher, at the right time using technology. Infinite Campus currently delivers integrated ILPs, the ability to track assessments and manage outcomes. G3 will take it to the next level. The ILP Advantage We know that creating an ILP for every student is possible. What is the impact on students, parents, teachers and administrators? Students will take more responsibility for their education, will enjoy

learning and achieve more. Parents will take a more active role in directing and supporting their student’s education. Parents will join teachers and administrators in a partnership of responsibility. Teachers are now equipped with personalized learner plans and can develop lesson plans that stimulate higher levels of learning for each individual student. Administrators will build an ILP-centric school that shifts from “this is what our school offers this year” to a flexible, dynamic scheduling model, informed by all that is known about what a student has learned and can do.

>> hyper-individualized




Parents as

Counselors W

e know having ILPs for every student is critical to academic achievement. But how can hundreds of ILPs be created? Involve the parents. Infinite Campus is redefining the role of parents as counselors. Parents can no longer be passive spectators, merely checking grades and attendance to keep students on track. They will now be required to actively participate as counselors, creating and maintaining the student ILP and sharing responsibility for their child’s education. This is a fundamental change to transforming K12 education. Why It Matters American students are falling behind our economic counterparts around the world. To maintain a leadership role in the global marketplace, education must call upon every resource to support change. Creating ILPs will get student achievement back on track. Giving parents, as counselors, the responsibility and the technology tools to build ILPs supports the student, the teacher and the school. Also, because schools have limited resources, encouraging parents to take a more active role makes economic sense. This shift in roles will require a culture change for educators. Some

may believe that parents are not “qualified” to take such an active role within the educational domain. That is old-world, factory school mentality. In the 2008 U.S. Census 55 percent of adults age 25+ have a bachelor’s degree or beyond. More than 85 percent have a high school degree, college or graduate work and it’s increasing every year. It’s time to get everyone involved.

Shifting Roles Having parents as counselors does not discount the value of the school counselor. Rather, it allows the school counselor to focus their valuable time on those who need it most – children with no support system. This is a cost effective and time efficient use of everyone’s abilities. Also, parents know the child’s interests and abilities better than

"Athletes should not be role models. Parents should be role models. When I was growing up, my mom and my grandmother told me how it was going to be. Parents have to take better control.” Charles Barkley, retired basketball player

anyone. Even within a family, learning styles and abilities are different for each child. Parents recognize these idiosyncrasies at an early age and accommodate each child accordingly. This is how they’ll build the ILP. Parents want their child to succeed, be happy and grow to be a productive adult. Armed with this knowledge, they become the best resources to set goals, suggest academic tracks and become fully engaged in the educational experience. From Passive to Active Participant Infinite Campus has always provided access to essential student information whenever parents need it. They can check grades and attendance, see notes from the school, and monitor health and behavior issues.

These activities are helpful, but lack a sense of real involvement. Parents will now be proactive with the school. They will enter relevant information into Infinite Campus such as changes in family structure, address changes, emergency contacts, etc. They will suggest classes best suited for their child to support the ILP goals and objectives. And they will work closely with teachers and administrators to create an academically successful environment for their child. Parents are now an integral part of building and maintaining an updated, real-time student data file that eliminates duplicate data entry, ensures accuracy and responsibility, and enlists the parents into an active partnership with the school.

When Parents Are Counselors When parents accept the role as counselors, students will have appropriate learning plans that accurately reflect their abilities and interests. With parents as counselors, teachers know they have a partner in creating the best lesson plan that reflects the well-developed ILP for each student. Administrators will appreciate the additional resources to support the students, and give professional counselors time to focus on the most at-risk students. Students will realize their unique gifts and talents are recognized. It gives them a sense of confidence in their education and they discover learning is fun.

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Ms. Smiley engages her 7th grade science class.


Making Every Teacher a

MasterTeacher T

o transform K12 education, teacher’s roles must change from a “sage on the stage” to a “guide on the side.” Presented with ILPs created by parents (as counselors), teachers must assess how they develop and deliver lessons. Collaborative learning and innovative classroom approaches will require teachers letting go of many basic assumptions about the nature of teaching. Armed with the content of the ILP, teachers can now develop individualized lesson plans. No more teaching broadly to a class of 25 students. Teachers will now develop personalized lessons to a class of 25 individuals. Why it Matters Individualized learning is the only successful model of education for this age of hyper-individuality. Lesson plans must be developed accordingly, or ILPs are meaningless. Some teachers may think they are creating individualized lessons, but consider this: In today’s factory school, a high school Algebra teacher uses a textbook that contains a lesson plan for teaching quadratic equations. It is

used in 23 classes throughout the district with 27 students each and is taught twice a year for five years. This means that this single lesson plan is applied to 6,210 students. That’s the problem. But how can we expect teachers to develop customized lesson plans for each student, in effect becoming 6,000 times more efficient? The answer? Technology. Technology gives every teacher the tools to focus on instructinal skills, which evolves into improved student learning. It’s the only way we can break the factory-model mold and prepare students for the future.

The Guide on the Side Standing in front of the class, teaching from the textbook, drilling students on rote memorization, assigning the same worksheet to every student…these days are done. Because each individual arrives in class with a unique learning plan, the teacher must adjust from day to day, from desk to desk. In this new role, a teacher will weave through the room, checking a hand-held device that will access each student’s ILP populated with real-time information. Technology supports their ability to individualize instruction.

"I never teach my pupils. I only attempt to provide the conditions in which they can learn." Albert Einstein, physicist

As the student progresses, successful lessons will be suggested to the teacher for when a new assignment is needed through a learning activities center. This eliminates hours of research and lesson development time. Because the suggested lessons are filtered through millions of data elements, the teacher is assured that they are high quality, with proven success.

When Teachers are Guides Teachers have more time with individual students and the tools to develop highly effective lesson plans. They see students engaged in learning, achieving more and they realize this is why they became teachers in the first place. Parents are partners with the teachers. Together they create and adjust the learner and lesson plans when needed, increasing communication leading to improved student productivity.

Administrators are realizing a new learning environment: the community learning center. There is energy, a tinge of chaos and a contagious sense of eagerness to learn. Students will move ahead at their own pace with lessons designed specifically for them. Because learning is fun, they will become engaged in the lessons and committed to doing their best.

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>> guide on the side


Administrators Create a A


Learning Center T

he history of education has shown that economics drives educational change – creating a oneroom school house to build citizens; building factory schools to teach workers. When Google became a verb it became apparent that schools needed to respond to new challenges. Administrators are quickly mastering the tools to capture data, house it, report it and view it to make better decisions. That is all well and good. But how can administrators support individualized learning – the foundation for transformation education? They will create a high-tech Community Learning Center with ILP-centric schools. Why it Matters The factory school is obsolete. Our children are falling behind. If the opportunities presented by Infinite Campus are embraced sooner rather than later, the future of education looks bright. The digital revolution requires a different learning environment; a student-centric, flexible, and technological model that collaborates with community members. We are not introducing new technology to support a different school model. Large-scale enterprises like Wal-Mart and Target are using this technology every day. How? They do

something schools don’t do. They let their computers make decisions for them. It’s time education joins the 21st century. The Community Learning Center The Community Learning Center will be an institution focused on the needs of the individual. It will realize learning happens anywhere. It will allow other community members to contribute and support the outcomes of student achievement.

This educational model is founded upon having ILPs for every student, parents as counselors, and teachers as guides. For administrators, an ILP-centric school requires a shift in thinking from “this is what our school offers this year” to a flexible, dynamic scheduling model, informed by all that is known about what a student has learned and can do. Infinite Campus will eliminate randomization of students and teachers. Scheduling a year, semester or quar-

"Learning is not attained by chance. It must be sought for with ardor and attended to with diligence." Abigail Adams, First LADY

ter at a time is no longer necessary. Scheduling and rescheduling is done when a student is proficient and gets assigned a new task, possibly with a new teacher, potentially in a different learning environment. Students will learn at their own pace and accelerate towards graduation when they are ready. The factory model constraints of grade levels, number of years before graduation, and structured classrooms are gone.

Benefits of a Community Learning Center Administrators will increase their effectiveness for resource management by using additional external resources typically not considered today. They will support individualized education and transform K12 education. Teachers, as guides, will watch their students be proactive in their education, have more time for individualized instruction, and feel the satisfaction of a job well done.

Parents, as counselors, will be actively engaged in their student’s academic life, build ILPs and positively support teachers and schools. Students will be lifelong learners with the skills to contribute their knowledge to society.

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Did You Know? >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Consolidation of textbook publishers has reduced the number from more than 30 to now only a handful.

A Radically Different World Districts pay an average of $100 per student per year on textbooks.

If you think our future will require better schools, you’re wrong. >> The future of education calls for entirely new kinds of learning environments.

The cost to publish a new textbook can range from $20-30 million per subject.

If you think we will need better teachers, you’re wrong. >> Tomorrow’s learners will need guides who take on fundamentally different roles.

Most textbooks are written to meet the specifications of Texas or California schools.

As every dimension of our world evolves so rapidly, the education challenges of tomorrow will require solutions that go far beyond today’s answers.

redesign Everyone agrees that the failure of our high schools is tragic. It’s bad business, and it’s bad policy. But we act as if it can’t be helped. It can be helped. We designed these high schools; we can redesign them. Melinda Gates

Transforming K12 Education

>>>>>>>>>>>>>>>>>>>> KnowledgeWorks Foundation Textbooks have become the primary teaching instrument for most children since the 19th century.

Textbook marketing does not operate in the same economic principles as a normal consumer market. The end user (student) does not select the product and the people choosing the product (faculty) do not purchase the product. Thus, the producer (publisher) has disproportionate market power to set prices.

>> The new generation of students learns differently.

They expect to be able to individualize their experiences and access resources from any place at any time.

>> Until recently classrooms had remained virtually unchanged for nearly a hundred years – desks were arranged in neat rows facing a chalkboard at the front of the room, students took notes on paper and read from printed texbooks.

>> Things started to change with the advent of whiteboards and projection equipment, and eventually, with computers. The trend is continuing and the next casualty of the technology revolution will be printed textbooks.

>> Students may still not want to do their homework, but when textbooks are interactive, when they can play with them like video games, perhaps it will make learning a more enjoyable experience.

Tanking Textbooks?

The Future of Textbooks: Ebooks in the classroom, By Wendy J. Woustra >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


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STORAGE Feedback

G3 Technology: A Catalyst for Systemic Change By Charlie Kratsch, Founder and CEO


echnology is transforming our world. Unfortunately in education, technology is often used to perpetuate the status quo. Electronic whiteboards put teachers in front of rows of students just as overhead transparencies and slate chalkboards have done in the past. Student response systems (a.k.a. “clickers�) are merely expensive versions of paper bubble sheets. Electronic textbooks reinforce the antiquated one-size-fits-all mentality of the last century. Piecemeal change is not enough. For schools to prosper in the digital age, they must undertake systemic change. Many companies have invested in technologies that radically improve their operations. Wal-Mart uses technology to help them plan store layouts and determine which items should be

placed on sale. UPS uses technology to allow customers to track their own packages in real time. If a truck driver can be more efficient by letting a computer plan his delivery route, surely a teacher can benefit from a computer helping her plan a student’s lesson. We believe that as in the past, education will follow business in its adoption of information technology. To facilitate this, Infinite Campus has modeled its solution on the classic information processing cycle and its three key functions: input, processing and output. Data that is input by administrators, teachers, parents and students can be collected and used to find patterns. These patterns represent knowledge that can be shared to improve key educational processes.

If we teach today as we taught yesterday, we rob our children of tomorrow. John Dewey, educational reformer

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G3 Input: Collect Data




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users at anytime from anywhere. As information technology advances, user interfaces must keep up to allow people to efficiently interact with data. First there was pen and paper, then punch cards and mainframes, then personal computers and DOS interfaces, then mice and windows interfaces and now the Internet and Web browsers. Infinite Campus was the first completely web-based student information system and now is leading the way again by introducing Rich Internet Application (RIA) technology. Starting with our family portal, the entire system will be converted to use the Adobe Flex architecture based on the popular Adobe Flash platform. RIA technology will improve the end-user experience, boost system performance and pave the way for exciting new functionality. Infinite Campus districts form the nation’s largest educational data network. Infinite Campus uses its Data Integration Service (DIS) for communication between school districts, state departments of education and the Campus Data Center. DIS utilizes XML messaging which allows software applications to talk to each other directly without human interaction. DIS has enabled districts to automatically submit their state reporting data and perform electronic student record transfers between districts. With DIS, information is able to flow freely and securely throughout the network.


Using an objectoriented design, Infinite Campus treats students, parents, siblings and staff as ‘people’ tracking a wide variety of demographic data for all. Infinite Campus allows each student to have a learning plan that tracks their individual learning styles, goals and progress.

he most efficient way to collect data is to transfer it automatically from the source. In education, the source of most data is the student information system. The Infinite Campus District Edition (ICDE) serves as a very efficient data collection tool by providing a single web-based, district-wide and integrated solution. For most districts, ICDE is the only student application administrators, teachers, parents and students need to use. ICDE captures student and staff information. Using an object-oriented design, Infinite Campus treats students, parents, siblings and staff as ‘people’ tracking a wide variety of demographic data for all. Infinite Campus allows each student to have a learning plan that tracks their individual learning styles, goals and progress. Each staff member can maintain a professional development plan that identifies their certifications, teaching style and performance. Robust census and individualized planning tools make ICDE a learner-centric system. Operational data is the heartbeat of any organization. ICDE provides real-time tracking of all educational data including attendance, behavior, health and assessments. In the system, operational data is entered directly by the stakeholder responsible for it; no need for clerical staff to transcribe stacks of printed forms. Because ICDE is a web-based and integrated solution, once data is entered it is instantly available to all authorized




Knowledge gained from data mining will allow each administrator, teacher, parent and student to learn from the failures and build on the successes of others. This is the essence of continuous improvement.

student data

Continuous Improvement


G3 Processing: Find Patterns


n the world of data warehousing, bigger is better. Data collected using ICDE can be stored in data warehouses at the district, state or national level. Infinite Campus is building a national data warehouse for educational improvement that will eventually contain information from all participating districts across the country. Unlike district and state data warehouses, the Campus National Data Warehouse does not need to track personally identifiable data. Voluntary, anonymous data storage will protect student privacy while driving educational improvement. The Campus National Data Warehouse will contain more than anonymous student data; much more. It will be the eventual home of millions of learning activities. These activities can be anything from documents, to videos, to interactive games or simply links to other Internet resources. This “Learning Marketplace” will allow anyone (e.g. educators, students, the public) to contribute activities that anyone else can use. While most of the activities will be available free of charge, provisions are also being made to manage premium content that can be licensed for a fee. Learning activities freed from the constraints of textbooks will liberate students and allow them to flourish as individuals.

As data sets grow in size and complexity, direct hand-on analysis is no longer feasible and more automated approaches are needed. Data mining (also called knowledge discovery) is the process of finding correlations or patterns in large databases. Data mining algorithms (i.e. computer programs) will constantly scan all of the data collected looking for patterns that may be of use in future decision making. Knowledge gained from data mining will allow each administrator, teacher, parent and student to learn from the failures and build on the successes of others. This is the essence of continuous improvement. In order for a national data warehouse and data mining techniques to work, a robust set of national standards needs to be developed. Infinite Campus is working with nonprofit and research organizations to compile a compendium of standards that will assist in data mining and facilitate alignment with existing district and state standards. Unlike governmentally led standards' initiatives, this process will be free from politics and focused on student achievement. National standards will allow students, teachers and learning activities to be accurately compared regardless of where they originate geographically. Without standards, it’s every student and teacher for him/herself.


G3 Output: Share Knowledge


ata mining can help students and parents create and maintain learning plans by applying knowledge gained from every other learning plan in the system. Have you ever played 20 Questions? That’s the game where someone chooses a subject and other players ask questions which can be answered with a simple “yes” or “no”. The object is to guess the correct answer in 20 questions or fewer. Effective players choose questions that can eliminate half of all possible objects with each question. Using this strategy, 20 carefully chosen questions can distinguish between more than one million objects. The challenge is to ask the right question at the right time. Businesses have learned that one of the best predictors of future results is the past performance of like subjects. Using data stored in the Campus National Data Warehouse, the computer can ask a student a series of questions designed to find similar individuals tracked by the system. The more students we track and the longer we track them, the more we can help individual students and parents intelligently plan each step of their academic career. What do online dating services, your mother and a good elementary



Data mining is becoming an increasingly important tool to transform data into knowledge about historical patterns and future trends to drive good decisions.

school principal have in common? They attempt to match people to others with whom they are compatible. Grade levels, terms and periods are all artifacts of the factory school put in place to sort and manage large groups of students. Individualized learning requires a more flexible model that is based on the student’s needs, not the school’s resources. Data mining techniques can constantly monitor student achievement and suggest changes to the student’s schedule to create an optimum learning environment. Using this new form of scheduling, we can get back to teaching the student rather than teaching the subject. What do you want to do today? The Campus Learning Marketplace will enable teachers and students to choose from individual learning activities instead of being forced to stick to the one-size-fits-all textbook. This is the same freedom of choice and ease of delivery that has made services like iTunes so popular. Data mining will assist in the selection of learning activities by making recommendations based on the experience of similar students and teachers. When students are given a choice of how to learn, they become enthusiastic participants in the educational process.

What do these have in common?

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Together we can deliver on the promise of education in the digital age.

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Real Educational Improvement Requires Real Change

t is no longer acceptable to simply spend money on educational technology for technology’s sake. These expenditures must be linked to measurable outcomes. While none of the individual technologies that make up G3 are new, what is different is how these technologies work together to address the needs of each student. Every district already has a student information system to manage student data. Unfortunately these student information systems are focused on administration and don’t assist in learning. With its integrated learning plans, lesson planning and family portal functionality, Infinite Campus promotes stakeholder collaboration and student-centric learning. Hundreds of millions of dollars of state and federal money has been spent over the past few years to build state data warehouses. Yet, in nearly every case school administrators, classroom teachers and more importantly individual students have seen no educational benefit from them. Using its student information system, national data network and data mining technologies, Infinite Campus is building a national data warehouse with the sole purpose of assisting classroom teachers and students with the learning process.

For decades governmental bodies, non-profits and educational industry trade groups have tried to develop educational and technical standards. Unfortunately, most of these initiatives have fallen short due to the local control heritage of our schools or lack of vendor consensus. With its commercial-off-the-shelf (COTS) design, Infinite Campus is itself a standard with more than 10% of states and schools having adopted it. Even when federal, state and local projects experience success, it is often short-lived. Erratic funding, political changes and lack of integration with other projects relegate most of these systems to fad status. Infinite Campus is immune to these risks because it is privately held and funded through local school district operations budgets. As educators we must rethink the way educational services are delivered and embrace the technologies needed for systemic change. As technology providers we must move past the easy sale and develop products that truly address the changing needs of education. Together we can deliver on the promise of education in the digital age.


transformation “A

radical shift is occurring in the world of education. While many people are making predictions about the direction that education is headed, we have found the best predictors to be hidden in the participative viral systems springing to life in the online world, such as iTunes and Amazon. These bottom-up approaches are quick to develop, participant-driven systems that are closely aligned to the demands of the marketplace. Thomas Frey, executive director and senior futurist, DaVinci Institute

Predicted Shifts in Education >> From teacher-centric to


>> From classroom-based teaching to

anyplace, anytime learning

>> From mandated courses to

hyper-individualized learning

>> From a general population of

consumers to a growing population of producers

As a result of this shift, we will begin to see dramatic changes in society. In the future, we predict students entering the workforce will be 10 times smarter than they are today.



Phonograph cylinder: invented by Thomas Edison. Played two minutes of sound. “Ready for Ragtime?”


The 45 rpm records: Eight minutes of playing time with center hole for stacking in jukeboxes. “Hey, that’s swell.” Bob


Like A Rolling Stone PROGRAM 1 Like A Rolling Stone Haaifn joskjadf kaj Bo fajd fkejnka

PROGRAM 3 Like A Rolling Stone Haaifn joasdes jadf kaj Bo fajd fke asf j hfhown jnka

PROGRAM 2 Like A Rolling Stone Haaifn joskjadf k diein fak aj Bo fajd fkej abeba nka

PROGRAM 4 Like A Rolling Stone Haaifn joskjad fak aj Bo fajd fkej abeba nka



8-Track Tapes: Reel-toreel tapes with no options for rewind. First recording device in automobiles. “Groovy man.”


Compact Cassette Tapes: Smaller reel-to-reel. Paved the way for the Walkman. “Stayin' alive, stayin' alive…ah, ah, ah, ah… stayin’ alive.”


Compact Discs: Can hold 80 minutes of music and soon replaced the cassette tapes. “Take a chill pill.”


iPod: The MP3 player blew away CDs. Able to download free music, it’s everything “i” with iPod. “Like, totally awesome, Dude.”

DaVinci Institute: The Future of Education

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Parents as counselors? It’s a great idea.


engaged parents




Involving parents in their student’s education is undisputedly a good thing. Parents already are equipped to support student learning with access to real-time information from the Campus Portal. But soon they will have the tools to build appropriate ILPs, support teacher lesson plans and provide important household information online.


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Keeping Informed with Campus Portal arents can access real-time information to guide good decisions. When Jane calls Mom at work to see if she can join her friends at the movies tonight, Mom says, “Hold on.” Before deciding, she clicks on the Campus Portal and sees a missing assignment in English and a test in Algebra for tomorrow. Mom gets back on the phone and tells Jane not this time; studies come first. Student blogs bemoan the fact that if their school uses Infinite Campus, parents are really in the loop. Parents get an email or phone call if a class is missed. Mom checks homework from the office or although Dad is out of town, he can view grades to find out if things are improving. Students will begin to take responsibility for their work, manage their time better and feel a sense of participation in their learning. Engaged parents create successful educational experiences and responsible adults.


Parents Develop the Learner Plan Transforming education begins with individualized learning for every student. Having parents work as counselors is the cornerstone to achieve this. Parents will use Infinite Campus to create a learner plan that more accurately reflects a child’s interests, abilities, aptitude and future goals. Sitting in the comfort of their home, a parent and child reviews the standards required for proficiency in an area, and discuss the best learning process to accomplish this. Using Infinite Campus they review a variety of course offerings that satisfy the standards. These may be held in a traditional classroom or may be on an off-site learning environment. Technology will match the best teacher to the student for that particular learning task. And the teacher will have access to specific lesson plans that support the ILP. The parent and student will also make long-range goals for graduation and beyond. They will assess the

learning activities available through all sources around the world and find those suitable for the student. Parents and students will track progress and make adjustments accordingly. Parents Assume Administrative Tasks Parents can also be engaged at the administrative level. We’re a very mobile society. When a family moves or has other household changes, it will assume the responsibility to change this directly in the Campus Portal. No more forms to fill out, return to the school, and expect an administrative assistant to rekey it into the computer. The family can input a new address, note changes in parental status or siblings, as well as update health or other personal information. These changes will be approved or denied and the administration will save a lot of time and money. Engaged parents. It’s a great idea.

The Future Begins Today

Parents involved at Boulder Valley, Colorado

Boulder Valley School District had a quarter of a million parent logins during one semester. One parent commented, “I have never been as involved in my daughter’s school as I am with Infinite Campus. What a joy technology has brought to our household.”


When every teacher can be a master teacher.


empowered teachers


G u id e o n t h e s id e


Teachers go into the profession for one reason – to teach kids; not to be burdened with unnecessary paperwork or hours spent researching lesson plans. Within the Community Learning Center all teachers will have the opportunity to become master teachers, giving individualized instruction, equipped with appropriate lessons, and watching many more of those “ah-ha” moments when a student finally gets it.


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What Does Learning Look Like? here is constant chatter as clusters of students huddle in small groups to discuss, discover and deliver outcomes from their work. A few students work independently on tasks assigned especially for them, within a context specific to their interests. Students work at their own pace. There is movement and energy; a sense of controlled chaos. It is fun. Learning happens anywhere. Some assignments are best taught in a classroom. Other lessons are experiential – held at off-site locations in the community or at virtual locations around the world. The tomes of textbooks are gone forever. They have been replaced by the electronic learning marketplace, seizing upon the knowledge and wisdom of expert educators and creating a venue for all teachers to become master teachers. Teachers no longer lecture to a mass of glassy-eyed students. Rather, they roam through the maze of students, guiding instruction, and having the time to identify the subtle signs of frustration and success. Lessons and next assignments are suggested and scheduled as needed with the tools of technology. When students are interested in learning, they do better.


Collaboration with Parents The Community Learning Center will prompt a closer partnership between teachers and parents. There are no longer quarterly parent/teacher conferences, because communication is constant. Academic or behavioral issues are addressed as they occur, giving a proactive approach to finding solutions. Teachers and parents work together to assess the progress of the individual learner plan and lesson plans. Building this strong rapport creates partnership with a common goal: it’s all about the kids.

As Needed Professional Development Technology will not only gather and analyze important information about a student, data will be used to inform the school about how marginal teachers can improve, and how good teachers can become great. Principals closely monitor the information gathered about their teachers; improved academic achievement, positive parent comments, and students actively participating in their lessons. This teacher is identified as a model teacher from whom other teachers can learn. In addition, teachers’ strengths and weaknesses are identified so appropriate professional development courses can be encouraged. Teachers are the backbone of our education. It is too important not to provide every opportunity, every tool, every resource for their success.

Teaching is an altruistic profession – the deliberate pursuit of the interests of others. It is the profession that teaches all other professions.


Creating the Community Learning Center


effective administrators



Welcome to the Community Learning Center. There are no rows of chairs lined up in straight, uniform rows. No students slumped in boredom, their heads cradled in their arms. No teacherâ&#x20AC;&#x2122;s desk dominating the front and center space from which the same lecture is delivered year after year. No shrill bells sound to signal the beginning or end of a period. No reminiscence of the factory-model school.


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ather, there is an informal sense of structure. You hear a low buzz of learning and an occasional burst of laughter. In this place, administrators are at peak performance in school management, teachers are given tools to excel, and students find learning fun.

Shaping the Learning Environment As education shifts from the factory school to the Community Learning Center, all roles will change. Parents are counselors. Teachers are guides. And administrators will be more flexible in structuring schedules, course offerings, and innovative learning environments. They will encourage new technology initiatives and build new partnerships. The Community Learning Center is student-centric. As a student achieves proficiency, technology will suggest the next appropriate task, the best teacher for that student, and the best learning environment. As-needed scheduling will be as easy as a click of a mouse. No Grades; No Class Distinctions The Community Learning Center, founded on the power of ILPs, will discover the need for grading will no longer exist. A student is either proficient against the standard and moves on; or not and is assigned another lesson until mastery is accomplished. Class distinctions, a product of the factory-model school, are no longer relevant. Clustering by some age boundaries remains effective, but in general, no one is now in 10th grade or 11th grade. They are in self-defined tracts of learning towards the final goal of graduation. Enlisting the Help of Community The Community Learning Center is a thriving and ever changing entity. It actively solicits the talents and knowledge of experts worldwide. It relies on master educators, business professionals, industry experts, etc. to contribute learning activities that match specific student profiles. It adopts the highest level of

information technology to analyze, support and direct decisions. It is collaborative and cooperative in support of resource management, teacher requests and student outcomes. Parents are an integral part of its organization. Establishing parents as counselors brings the most qualified individuals into the mix to produce effective learning plans, monitor student progress, and work alongside the education professional. Student Centric Students are the most willing to welcome a Community Learning Center environment. MySpace, YouTube, FaceBook have elevated them from passively acquiring knowledge to being an active participant and creator in their learning. It is a testament to the publicâ&#x20AC;&#x2122;s driving need to participate and lend their own thoughts and ideas to the world around them. The Community Learning Center responds to this. Learning will happen anywhere, in a variety of mediums, at different times, with an array of educational tools. This will inspire students to fully engage in learning and using the tools required for their future. The Community Learning Center concept is already beginning in some schools across the country. Are you ready?



Community Learning Center



A new learning environment stimulates collaboration.



enthusiastic students

The ultimate goal! 34

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>> Have you ever watched children do something they love? They’re absolutely focused and you can’t get them to stop. But try getting them to do something they think is boring? Good luck.

Transforming Education Where Learning is Fun

Opportunities Ahead

Walk into a kindergarten or firstgrade class and feel the excitement. Kids are having fun. Regrettably, all too soon learning and school become words of drudgery. Adding more laptops and white boards won’t make a difference. Education needs a complete culture shift. It must abandon the factory-model learning environment and embrace the Community Learning Center with a student-centric focus. Infinite Campus believes learning can be fun. No more spending hours of time on memorization or in boring lectures. Now, learning happens everywhere. Technology that students use every day supports their learning experience. And a community of committed and caring individuals participate in the educational process. Allow students to develop their own learner plan. Incorporate relevant interests in their lessons. Assign teachers familiar with their learning styles. Let them use all the gadgets and gismos they love. Now students will eagerly participate in learning and often exceed expectations.

Consider this. Schools are preparing students for jobs that haven’t even been created yet. How do we teach to that? By reinventing education. Attending Community Learning Centers, students acquire the skills to think, discover, analyze and adapt to an ever changing world. Skills they will augment with new technologies, ideas and imagination to create a society prepared to meet yet unknown challenges. When schools adopt this modern approach to learning, it will have accomplished its task of responding to the economic demands of the digital revolution, with graduates ready to lead us into the future.

Ready? We are! America and K12 education are not going to let the current statistics of our declining educational system continue. There is a better way and it begins with combining teaching and technology, redefining out-dated roles, and working collaboratively. Now students will really learn. Why not? It's fun.


Effective Administrators Empowered Teachers Engaged Parents Enthusiastic Students Together, we accomplish our mission: Transforming K12 Education.

need page number

Campus Connections >>


"Mothership" Infinite Campus National Headquarters


Get Inspired

@ Interchange Same Excellent Learning Experience Interchange provides continuing education to help you stay abreast of your evolving student data management system. Whether you are new to Infinite Campus, or have been using it for years, these sessions demonstrate how you can grow in your use of Infinite Campus regardless of how long you’ve been a customer. Something for everyone! n Teacher Reports and Communication n Ad Hoc Reporting n Data Warehousing n Health Office n Accountability n And more… Also Offered: sessions focused on the future of Infinite Campus, G3 and our plan to Transform K12 Education.

NEW! Resource Center We have expanded on-site support options to bring you more of what you want – access to trainers, custom development, client services and sales. Learn more about these opportunities from our expert staff. The Resource Center includes registration and representatives from: >> Support

Get personalized, hands-on support by appointment to answer some of your immediate questions. Speak to a representative about quality post-implementation training opportunities, including selfpaced training, Webinars, and on-site trainings. >> Consulting

Sept. 16-17

Chamberlain, SD


Oct. 21-22

Blaine, MN

>> Development


Oct. 27-30

Albuquerque, NM

New York

Nov. 4-5

Hauppauge, NY


Dec. 9-10

Louisville, KY


Jan. 20-21

Oklahoma City, OK


Feb. 2-3

Blue Springs, MO


Feb. 8-9

Denver, CO


Feb. 24-25

Athens, GA


March 24-25

Helena, MT


April 7-8

Des Moines, IA


April 21-22

Wisconsin Dells, WI

New England

May 5-6

Oqunquit, ME


May 26-27

Grand Rapids, MI

Get to know your client executive assigned to your district. >> Sales

Learn more about how your district can also use Campus Food Service, Campus Messenger with Voice, Campus Data Warehousing and Campus National Records Exchange. And more…

“I learned so many new things that will help me do my job better.”

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2009 South Dakota

>> Client Services


Interchange Dates

Move from “what are we doing now?” to “where do we want to go?” using your Infinite Campus investment. Find out ways to meet your unique needs.

Joe Rutledge and Mike Gilbreath help a customer.

Above: Jason Miller leads a session on Custom Development. Below: Jo Gullickson works the Support Lab.

>> Training


Registration is Now Open To register for Interchange, or to find current conference pricing and discount opportunities, visit www.infinitecampus. com/interchange. Conference pricing includes sessions, learning materials, lunches, beverage breaks, networking reception and access to the onsite Campus Resource Center.



TRANSFORM YOUR DISTRICT Come with a team – Leave with a plan

ADVANCED LEARNING EXPERIENCES Master(ful) Scheduling Nov. 17-19, 2009 Special Guest Lecturer: Dick Dewey, Ph.D This conference provides building principals and their teams the skills needed to create a collaborative environment that promotes student and teacher learning through the most effective use of time, space and motion.

Seeing Data: Understanding Through Visualization

Infinite Campus is offering several learning experiences that go beyond the basics, providing your district with knowledge on using complicated pieces of the system and the big issues of school transformation. These experiences provide a deeper understanding of how Infinite Campus can support you. Teams of instructional leaders from across the country are invited to participate in these three conferences that bring together nationally known thought leaders and Infinite Campus experts to learn skills that can profoundly alter student achievement.


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Feb. 9-11, 2010 Special Guest Lecturer: Scott McLeod, J.D., Ph.D. We are overwhelmed by volumes data, not because there’s too much, but because we don’t know how to tame it. This conference will help you understand the power and limitations of using data to transform schools. New tools will be showcased and best practices will be shared to change data into useful information.

Supporting a Mapped Curriculum April 27-29, 2010 Special Guest Lecturer: Heidi Hayes Jacobs, Ed.D. Curriculum directors, principals and department heads will benefit from the opportunity to redesign their curriculum from the assignment level up and network with other districts engaged in transforming their schools the same way. The implications of a mapped curriculum in Infinite Campus will be examined, challenges defined, and the knowledge to meet those challenges will be co-created.

The Details Each learning experience is limited to 50 participants. Individuals must apply to attend. Applications will be considered based on the quality of the team being sent to the experience and the goals they describe in their application. In the words of Jim Collins, author of From Good to Great, we are looking for the “right people on the bus.” When applying, pay close attention to the recommended audience for each experience. Preference will be given to districts sending teams comprised of people in the roles listed on the application. We anticipate these experiences will fill up very quickly. To be notified when applications are available, send an email to laurie.kasel@ and put “Application Request” in the subject area. We’ll let you know when the application window opens.

Learn skills that can profoundly alter student achievement.

Pricing $895 for one person $1,590 for two people ($200 savings) $2,085 for three people ($300 savings) $2,380 for four people ($400 savings) Each additional person $595 For more details, visit:

INSTRUCTIONAL LEADERS J. Richard (Dick) Dewey, Ph.D. Adjunct Professor and Consultant

Scott McLeod, J.D., Ph.D. Associate Professor, Iowa State University

Heidi Hayes Jacobs, Ed.D. President of Curriculum Designers, Inc.

Dr. Dewey is a university teacher and leading authority on best practices in school improvement and successful leadership. He has extensive knowledge of professional learning communities (PLC) and Master(ful) Scheduling®. As the founding principal of Eastview High School in Minnesota, he created a PLC that earned the school national recognition.

Dr. McLeod is coordinator of the Educational Administration Program and director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE). In recent years Dr. McLeod has received a Leaders in Learning Award and an Emerging Leaders Award and was named as one of the National School Boards Association's 20 to Watch.

Dr. Jacobs has served as an education consultant to thousands of schools nationally and internationally. She works with K12 schools and districts on issues and practices pertaining to curriculum reform, instructional strategies to encourage critical thinking, and strategic planning.

For more information on Dr. Dewey visit

For more information on Dr. McLeod visit

For more information on Dr. Jacobs visit




the Infinite Campus University Castle By Ian Connel, Infinite Campus Instructional Designer



Campus Finance/Human Resources


Improve decision making, help with time management and bring better communication to key stakeholders throughout your district.


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hen something is said to be “launched,” you can be sure a few things will be different. For example, when Apollo 11 launched and Neil Armstrong took a small step for man and a giant leap for mankind, things changed. When Tim Berners-Lee launched a large hypertext database with typed links – the World Wide Web – things changed. Launching Finance/Human Resources, Infinite Campus will continue the tradition of being the catalyst for educational change. The Power of Integration In March 2009 Infinite Campus launched the Campus Finance/Human Resources Business Unit. It will improve decision making, help with time management and bring better communication to key stakeholders throughout the district. It was created to help Infinite Campus reach a long-term strategy and product roadmap goal to deliver a system that manages all aspects of a district’s operation. The power of Infinite Campus is its ability to integrate information across the district and/or the state. One-time data entry gives stakeholders access to information at any time, from anywhere. Integrating the Infinite Campus system and Campus Finance/Human Resources will track expenditures, tie to professional development activities, and much more. Great tools require time to build, test and modify. A few customers have been designated as “Lead Adopters” who will provide feedback throughout the development process.

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More information on Finance/Human Resources will be presented at upcoming Interchange events across the country. Meet the Campus Finance/Human Resources Team Burke Stucker (red kayak), business unit manager, joined the Campus Finance team in March 2009, bringing more than 18 years of experience in accounting and finance plus 10 years in software development. He has experience in product strategy, evangelism and successful product launches. Teresa McCready (green kayak), has more than 13 years of experience in financial software development, business analysis and as a development manager. Brian Hecht (blue kayak), has an MBA and more than 20 years of software development experience, including four years leading the technology direction group at the Minnesota Department of Education. Kalyan Beemanapalli (orange kayak), has an advanced degree in computer science and several years of software development experience, including knowledge in developing scalable and efficient web-based software systems. Stay Tuned… The team is currently working on an on-line payment solution. That will be followed by the Finance/Human Resources solution, to include general ledger, accounts payable and receivable, encumbrances, budgeting, salary schedule, and employment history, to name a few.

hen I was eleven I received the Lego® Royal Knights Castle for Christmas. It was among the largest of Lego sets at that time and loaded with features like a crank that raised and lowered gates, a ramp that doubled as a dungeon door, and gargoyle heads worked into the merlons. The total aesthetic was balanced, nuanced and cool if you followed the directions. I did the first time. It took four hours and two pitchers of Sharkleberry Fin KOOL-AID® to finish the construction. Two weeks later I unceremoniously ripped my creation apart. The design was neat, but I knew I could get a lot more out of that set. Over the next year I rebuilt the castle dozens of times. Each rebuild was emboldened with new features, improved color coordination and elements mixed in from other Lego sets. My final model was twice as tall, had all of the original features but with stylish additions, including a trap door that dropped bricks on would-be intruders plus an aviary big enough to support a Lego dragon. We’re doing something like that with Infinite Campus University, tearing it down for a re-build and adding dragon aviaries. Self-paced training is the newest, exciting piece. The segments are partially built in

Engage, a Flash-based program. Narrated videos and screenshots are arranged in easy-to-follow “interactions,” where learners can work through content at their own pace, able to repeat sections and learn how pieces of Infinite Campus function. No student should be left without a teacher, so the self-paced lessons are housed on a site that provides forums for questions and access to expert trainers. Users will also take assessments to reinforce their understanding of the material. Assessments will also be prerequisites for the new model’s extensive use of Webinars, our online seminars. Trainers will use the assessments to address problem areas and to plan, practice and perfect their approach to remote training. The remodel of Infinite Campus University is in progress. The best pieces from all areas of training are aggregating to form a model that has it all. You can bring your own KOOL-AID and enjoy.


The best pieces from all areas of training are aggregating to form a model that has it all.












Out of the Box with a Dash of Difference

Discover Creative Solutions

Campus Custom Development

Campus Process Consulting


Jason Miller, Supervisor Campus Custom Development

trolling through a car dealership some Sunday afternoon, you see a variety of cars with different colors, different contours and specifications. Some are better than others in some areas. You find a standard black car that meets your basic needs, and even exceeds in many areas, although it is still considered an “out-of-the-box” model. Now you want to claim this machine as your own. You add a sun roof, GPS, upgrade the rims, and upgrade to Xenon headlights. Now…it’s time to take this thing out for a spin. That’s what Campus Custom Development is all about. It creates opportunities to individualize Infinite Campus and extend its functionality to meet the unique needs and requirements of each district.

Jason Miller, Campus Custom Development Supervisor, and his team are certified technical experts that districts can hire to provide the following services: >> Visualization analysis >> Report cards >> Transcripts >> Automated data extracts >> Report building using MS SQL Reporting Services >> Fees consolidation and district-wide fee reporting >> Application customization and development >> And more… College Community in Cedar Rapids, Iowa recently used Campus Custom Development. “College Community uses Microsoft SRS reports created by Campus Custom Development team for report cards, our enrollment verification form, and our summer school registration materials, to name a few. All of these reports are high stakes, public-facing documents that have to be exactly right and ready on time.


ow well do you know your technology? You’ve had your new cell phone for months and only now realize it has GPS capabilities that could have saved you hours of drive time. You’ve used Microsoft Excel for a decade and never realized the ability to access advanced engineering, statistical or cube functions. Uncovering unexpected possibilities within something you’ve purchased increases your appreciation of the investment. Campus Process Consulting does that for you. It helps your district transition from “What are we doing now?” to “Where do we want to go?” and “How can Infinite Campus take us there?” Stephen Hallman and Marc Baker currently manage the many process consulting requests and have already helped many districts. Personalized to Your Needs Campus Process Consultants analyze district needs through observation and interviews. They combine years of education experience with expert skills as Campus Trainers to provide personalized recommendations on how customers can exceed system expectations.

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“We were willing to spend a considerable amount of our time learning how Infinite Campus would impact our district and what changes we needed to make in our procedures, as well as an in-depth understanding of the functionality.” Matthew Ray, Project Manager for the implementation of Infinite Campus

Menasha Joint School District (WI) wanted to better utilize

Infinite Campus for best practices and to maximize the functionality with standards-based grading.

“Stephen Hallman helped us use tools for importing data into our standards bank and work through the process a teacher would use to generate a standards-based report card. It was a tremendous help.” Dr. David Gundlach, Director of Curriculum

standing of how Infinite Campus could help them collect, track, and report information to enhance instruction, improve efficiencies, and ultimately, student achievement.

“The process consulting sessions were immediately effective because learning was placed in context of everyday operations, increasing staff acceptance of Infinite Campus functionality.”

Craig Barnum Director of Information Services


Omaha Public Schools (NE) hired Campus Process Consulting in preparation for going live. They wanted a thorough analysis of their current procedures to realize what changes were required to get the most out of Infinite Campus.

Owatonna Public Schools (MN) was looking for a deeper under-

“While the reports themselves are very complex in terms of the amount and types of data that is inserted, the reports are really easy to use. It takes very, very little staff training. They also look great. We now have a tightly customized way of branding and marketing our district.”

So, with a little tweaking by Campus Custom Development, Infinite Campus remains a commercial off-the-shelf system…but with an opportunity to jazz it up and personalize your districts’ needs. To learn more about Campus Custom Development, contact your Campus Representative.

Here are a few districts that have used Campus Process Consulting:

Dr. Stephen O’Connor, Director of Instructional Services

To learn more about Campus Process Consulting and how your district can benefit, contact your Campus Representative.

Marc Baker and Steve Hallman Campus Process Consultants




(a.k.a. Infinite Campus)

By Michael Gilbreath, Campus Support Representative

One way to describe a day in the life of a Campus (Technical) Support Representative is to look back at the original story of Superman. “What?” you may ask. Let’s review. Superman was born on the planet Krypton and rocketed to Earth as an infant by his scientist father moments before Krypton’s destruction. He was raised by a Kansas farmer and his wife, who named him Clark Kent and imbued him with a strong moral compass. Early on he displayed superhuman abilities, which upon reaching maturity he resolved to use for the benefit of humanity. The Campus Support team conducts its work around these same characteristics: strong moral compass; seemingly superhuman abilities at times; resolved to use our talents, not only for the benefit of our customers, but to the benefit of all K12 education. Clark Kent arrived to work at the Daily Planet newspaper as a mild-mannered introvert, often quiet and clumsy. This is to ensure that no one will suspect his connection with Superman. Likewise, Campus Support Reps arrive to work in a mild-mannered, sleepy-eyed, unassuming, and sometimes whimsical fashion as we begin to sort through the many opportunities to make someone’s day just a little better. Ahhh, here’s one: “HELP! Electives do not appear on the transcript and we need them by tomorrow.” Another: “Fatal Error!...Our grade book is not working and I need it by this afternoon.” Or…“SQL exception error! Cannot enter a new student and he starts classes today.” In times like these, our districts need the assistance of their friendly , expertly trained, support rep. We transform into Super Reps as we sit in our phone booths called cubicles; where timid takes on assertiveness, where sleepy FATAL Error? No Problem!


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FA L L 2 0 0 9

eyes become x-ray vision powered by a heavy dose of caffeine, where unassuming takes on, well...unassuming, where whimsical takes on consistency. Everyone loves a hero; someone they can count on in a moment of crisis. When grades won’t post to the transcript, when the schedule wizard won’t place groups in the right schedule, when composite grading won’t average scores properly, when parents are having difficulty logging into the portal, etc. it’s good to know that help is there. A Campus Support Rep declares, “There is no mountain too high (Colorado), no valley too low (Kentucky), no building too tall (New York), no ocean too deep (California), no lake too wide (Minnesota) for us.” We are the one you can depend on for support, the one whose goal it is to help you. We bring resolutions to the forefront and fight for our districts. We bring inspiration and hope, but will not back down from a challenge. Sometimes we need help from others and it’s good to know we have super friends in high places throughout the company. The next time you see Superman, think about your Campus Support Reps. We are the ones with the wisecracking sense of humor who are like peanut butter and jelly sandwiches, a good football game, and the smell of Minnesota in the springtime. In “Lois and Clark,” Lois discovers Superman’s identity and angrily states that, “You are Superman.” But Clark says, “No Lois. Superman is what I can do. Clark is who I am.” Look up in the sky! It’s a bird, it’s a plane!

NO, IT’S SUPER SUPPORT REP! Back at it... fighting for the good of your district



Infinite Campus Partners >> Our Channel Partners and Educational Service Agency Partners (ESA) are Campus experts who extend personal support to customers. Customers benefit from their expertise at the local and regional levels for services and additional products to enhance their investment. Infinite Campus handles customers not assigned to a regional partner.

PARTNERS Channel Partners

ESA Partners

Channel Partners act as a “mini” Infinite Campus, hiring staff to acquire new customers, as well as an in-house client services staff for support. They are already in the business of adding value to K12 education and experienced in delivering software solutions to customers in their region.

Educational Service Agencies (ESA) provide educational support programs and services to local schools and districts. ESA’s have many names in various parts of the country, including Board of Cooperative Educational Services (BOCES), Cooperative Education Service Agency (CESA), and Regional Education Service Agency (RESA).

Computer Information Concepts Greeley, Colorado 800.437.7457 Customers: Colorado, Iowa, Illinois, Kansas, Missouri, Nebraska, Wyoming

Infinite Campus decided to categorize this broad group under the ESA name. Colorado Centennial BOCES, Pike’s Peak BOCES

Custom Computer Specialists, Inc. Hauppauge, New York 800.598.8989 Customers: Connecticut, Maine, Massachusetts, New York, Pennsylvania, Rhode Island, New Jersey, New Hampshire, Vermont

Michigan Clinton County RESA, West Shore Schools Business Group

K-12 Solutions Group Commerce, Georgia 800.915.1671 Customers: Georgia

New York Eastern Suffolk BOCES, Mohawk RIC, Monroe 1 RIC, Nassau BOCES, Lower Hudson RIC, EduTech

Optimal Solutions Wyoming, Michigan 888.832.3499 Customers: Michigan, Ohio

Texas Region 10 Education Service Center

Time flies and learning happens when you’re having fun. Charlie Kratsch , Founder and CEO

Local Support for Customers

Minnesota Arrowhead Regional Computing Consortium (ARCC)

Wisconsin CESA 5, CESA 7

XID Technology Solutions Euless, Texas Customers: Northern Texas

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4321 109th Ave NE, Blaine, MN 55449


The Infinite Campus  
The Infinite Campus  

The Infinite Campus - Fall 2009 - Transforming K12 Education - Ready? We Are.