Implementation Planning

Kasson-Mantorville School District

December 1, 2009

IntroductionsKasson-Mantorville School District

• Melody Melin, Project Manager Technology Integration/Webmaster

• Deb Schwartau Student Services/Accounts Payable

• Karen Wetzstein HS Guidance Office Secretary

• Mary Kay Johnson Middle School Secretary

• Marsha Groth Elementary Principal

Infinite Campus

• Carl Forsberg Project Manager

• Dan Eidsmo Dir. Project Management (Sponsor)

• Stephanie Mrachek Client Executive

• Deb Schnedler Data Conversion Analyst

• Mike Mock Training Supervisor

Objectives / Outputs

• Review Methodology• Roles & Responsibilities• Core Team Membership • P&P Primer• Vision Statement• Communication Plan Primer• Infrastructure Plan• Support Procedures• Data Conversion Plan• Staff Development Plan

Infinite Campus Methodology

Sample Project Timeline

Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9

Phase I: Pre- Implementation

Phase II: Project

Initiation &

Planning

Phase III: Implementation

Phase IV:

Deployment

Phase V:

Forever.

Infinite Campus Methodology

• Repeatable Process– This methodology was created to ensure a consistent, repeatable process to successfully

implement the Infinite Campus™ product. It is not intended to address every possible situation, but to arm the services staff Infinite Campus with the tools to help customers become knowledgeable users and advocates of the Campus product.

• Shared Experience– The Infinite Campus service approach is first and foremost a lifelong learning environment

where we capture and share our experiences of what works and what doesn’t in a real time environment. With every touch from the services group, our customers experience a well managed, highly interactive and appropriately procedural service.

• Scalable and Adapting– Campus has learned over time what works and what doesn’t for schools. While there is

certainly still more to learn as we expand into new states and larger districts not to mention the ever evolving political landscape of public education in the U.S., the intent of this tool is to share knowledge.

• This methodology has been used to implement thousands of “go-lives” without failure in over 42 states

Implementation Diagram(example)

Aspects 1 thru 5

Expectation Alignment

Roles & Responsibilities

• Project Sponsors (District and Campus)

• Project Managers (District and Campus)

• Client Executive

• Campus Staff Development Professional

• District Training Coordinator

• Implementation Planning Team

• Core Team

Governance

• Project Charter

• Change Management

Roles & Responsibilities

• Supports the District Project Manager empowering them through a successful Go Live.

• Provides quick executive-level decisions to allow project to move forward in the case of policy disputes.

• Serves as a district Champion for the Infinite Campus Implementation.

District Executive SponsorSupt. Peter Grant

Roles & Responsibilities

• Provides oversight and executive support to Infinite Campus Project Manager

• Point of escalation for Campus-side issues resolution

• Internal Champion for the district to Infinite Campus resources

Infinite Campus Executive SponsorDan Eidsmo

Roles & Responsibilities

• Manages district-side tasks and deliverables• Oversees the project budget and work plan • Reports project issues and status to project sponsor • Logs and manages conversion / project issues through the

customer portal• Facilitates all district project participants to ensure project

activities are completed • Coordinates closely with the Infinite Campus project manager • Acts as the district communication point

District Project ManagerMelody Melin

Roles & Responsibilities

• Partner project manager to define, coordinate, and enforce all aspects of the project

• Provides processes required to complete the project deliverables

• Oversee the project budget and deliverables

• Works with Project Manager to develop and maintain project plan and timelines

• To log and manage project issues, tasks, assignments, and documents within CPU

• Acts as a communication focal point throughout the conduct of the project

Infinite Campus Project ManagerCarl Forsberg

Roles & Responsibilities

• Develop working relationship and maintain communication between Infinite Campus and the client

• Communication of upcoming events and product releases

• Facilitate requests for additional training, services, and custom development and ensure delivery of add-on products

• Work closely with internal resources on customer’s behalf

Client ExecutiveStephanie Mrachek

Post Go-Live

Roles & Responsibilities

• Explain the District Learning Plan (DLP)• Secure dates and times for all sessions• Demonstrate Moodle• Demonstrate CPU Folders for Training Information• Hold periodic meetings with District Training Coordinator to review

Moodle, DLP and answer questions• Complete status reports after each meeting and upload to CPU• Monitor Moodle• Assist and address all training issues as needed• Address additional training needs beyond the initial plan• Monitors training issues in the customer portal• Explain where curriculum is found for all trainings

Infinite Campus Staff Development Professional

Mike Mock

Roles & Responsibilities

• Provide a list of CORE team members with first and last name, position, school and email address

• Provide a CSV file of all district staff to the Staff Development Professional, including:– First Name– Last Name– Email Address– School / Position

• Schedule computer lab(s) and inform the school office of dates/times when guests are in their building

• Verify computer lab readiness prior to each session • Distribute learning documents to staff for On-site and Scenario-based sessions• Monitor the progress and completion of self‐paced courses for all staff in Infinite

Campus Moodle

District Training CoordinatorMelody Melin

Roles & Responsibilities

• Contributes to the design of new Policy & Procedures

• Champions and advocates for Infinite Campus

• Communication conduits to/from the field

• Subject Matter Experts (SME’s) in their functional areas of expertise

• Responsible and accountable for the completion of project deliverables

• Provides an additional or optional building-level coach focused on supporting teachers

Core Team

Core Team Composition (examples)

• Behavior / Discipline (may be same as Building Admin) • Instructional Technology

• Assessment

• Curriculum

• Support Desk

• Network Technology

• Executive Sponsor • Project Manager

• Building Administration (HS, MS, EL)

• Registrar

• Attendance

• Counseling

•Student Scheduling

Policy and Procedure Considerations

• Recording and accessing Census information

• User Groups & Rights• Taking attendance and lunch

count• Creating a new student

schedule• Registering/Scheduling

students • Gradebook Usage / Rollout• District-wide Support

Process/Staffing• Reporting grades

• Usernames and password• Parent Portal Timing &

Procedures• Creating report cards /

transcripts• “Track” Schools Paper process • Report Gap Analysis• Entering course requests• End of Year / Beginning of

Year

Policy and Procedure Considerations

• Do you have any unique schools in your district? How are they

unique?

• Do you have any unique ways you grade students?

• Do you have a variety of schedules in your schools? Some

rotations, blocks, and others traditional?

• Do you have other programs you use to collect student information?

If so what are they?

• Do students attend other schools outside of the district? Which

students and what kinds of schools?

Governance - Project Charter

• Project Definition (boundaries)– The Project Charter defines the boundaries of the project. This does not

necessarily mean the project should be rigid and unchangeable. It does mean there are clear and agreed upon roles, responsibilities and procedures to effectively manage the project.

• Baseline for Change Management– Should a request be made that is outside the agreed upon boundaries of the

Project Charter, such as a custom report not already identified or additional training, etc., the change management controls of the project can be used to document and appropriately adjust the project. 

• Agreement with signature– Finally, the implication that the Project Charter will be signed off as complete at

the end of the project means there will be a clearly defined beginning, middle and end of the project. This provides an official event to mark the close of implementation and the beginning of operations.

Governance - Change Management

• Contractual Change– Change management is defined as any change made to the project

which will impact milestone deadlines and negatively impact budget. These items must be formally communicated between the district and the Infinite Campus project managers and approved prior to proceeding with a change.

•  Scope Control– The change management section of the Project Charter describes not

only the procedures for implementing change in the project, but also clearly defines what changes require adjustment.

Activity

Vision Statement

Why a Vision Statement?

• Vision Statement should be part of all communications with all stakeholders

• Vision statement’s purpose is to help redirect end users to become part of the big picture

Vision Statement Activity

• Identify features in a student information system• Divide up into groups of 3 or 4• Within your group assign someone to be the recorder

and another person to be the presenter• Create a vision statement for this project (Time limit = 10

minutes) • Present your vision to the full group and capture it on a

writing space (white board or large pad of paper in the front of the room)

• Combine the vision statements into one vision statement that will be used in all communications for this project

Key Ideas for a Vision Statement

• Integrated• Secure• User-friendly • Web-based system • Accurate real-time data • Right people at the right time• Advance student achievement and performance• District-wide communication

Kasson-Mantorville’s Vision Statement

The Kasson-Mantorville School District is implementing Infinite Campus, a web-based student information system, to provide centralized information for staff, students, and parents for effective communication to improve student achievement.

Communication Plan Primer

Mechanisms Board Meetings Superintendent’s

Meetings General Admin

Meeting Memos Email / Websites Building Contact School Newsletter HS Newspaper Bldg Staff Meetings

Key Messages Project Vision &

Introduction Who is Infinite

Campus? Implementation

Timeline Overview Product Overview

(Demo) Benefits/Advantages Project Status Web

Site Training Schedule Support Procedures Practice & Process

Changes System Cutoff Notices Parent Portal Change

Key Audiences School Board Site Administration CORE Team Building Coaches Teacher Coaches Building Staff Teachers Parents Community /

Communications Key Communicators Students PTA / PTC

Infrastructure

• Hosting Plan – ASP

• Network and Connectivity

• Proxies

• Minimum Desktop Requirements

• Inventory

• Interfacing with other systems

Standard Sites

• Preview: Used for new version release. Example: 2010.2.final. This gives a district opportunity to use new features and test their custom reports on the new version before applying it to the production site.

• Staging: Used to test newly released patches for current production version. Districts would update application with newly released patch to test all custom reports and settings currently use in production.

• Production: Primary working application. This is the only database locally and remotely backed up daily.

• Sandbox: This is a mirror image of the production site where training, testing, and practice takes place. This application is at the same version and patch level as production.

Platform Requirements

*Users should be aware that operating Vista at or below the Microsoft minimum requirements will likely cause performance issues with Campus reporting and application processes. Vista Users should also be aware that third-party applications may significantly decrease the performance of web-based applications running in the IE 7 browser.

Campus recommends that Vista users exceed Microsoft’s minimum requirements and perform extensive performance testing within the Campus application to determine the proper hardware configuration needed for desired performance levels

Platform

Supported Minimums Recommended Minimums

PC Macintosh PC Windows PC Vista* Macintosh

Operating Windows 2000 OS X 10.3.9 2000 Pro or Vista OS X 10.5.x

System Pro XP

Processor P3 G3 P4 1 GHz 32-bit G4

RAM 256 256 512 1 GB 512

Internet Browser IE 6.0 Safari 2.0.x IE 6.0 IE 7 Safari 3.2.1

Firefox 2.0.x Camino 1.0 Firefox 3.0.x Firefox 3.0.x Camino 1.6.5

Firefox 2.0.0.6 Firefox 3.0.x

Java Plug-in Java 1.5.10 Java 1.3.1 Java 1.5.10 Java 1.5.10 Java 1.4.2

Adobe Acrobat All Windows users will need the most current version of Reader. Reader

* Vista users: please refer to the Vista Disclaimer

Infinite Campus Support Plan

1-888-461-2004

Data Conversion Plan

Existing system is SASI• Trial Conversions (proposed)

– 1st trial conversion • Send on 12/11/09 ready on 12/18/09

– 2nd trial conversion• Send on 1/22/10 ready on 1/29/10

– 3rd trial conversion• Send on 2/26/10 ready on 3/05/10

• Go-Live pass– Send on 4/13/10 ready by morning of 4/19/10

What is Included in a Data Conversion?

Students• Basic identifying census information (student number, name, birth date, gender, race, state ID, SSN) for all students within

source system 

Historical Data (4 years assumed)• Enrollments, transcripts, immunizations, behavior, health screenings and medical alerts• Standard National Assessments (SAT, ACT, PSAT)• Historical information does not include schedules, attendance, grades, fees, locker assignments or health events.

Current Calendar Data• Households, addresses, phone numbers, contacts• Schedules, courses, sections, course requests, attendance, report card grades• Grade book assignments and scores (*included only during mid-year conversions)• State reporting data as required by the State Department of Education• Special Education settings and codes as related to State Reporting data• Transportation, health events, fees, locker assignments• Employees and district assignments

 

**** Some of these items may be difficult or even impossible to convert correctly. We need the district’s help – you know your data better than anyone. ***

 

Some items not included in a Typical Data Conversion that can be considered with an additional estimate:• Custom tabs/data• Special Education data• Grading standards• Additional years of historical data• Non-standard assessments (i.e. state and district assessments)• Data stored in non-source system (i.e. spreadsheets)• User accounts and passwords

Data Conversion Planning

• Conference Call– Dial-in - 866.469.3239– Code - 22727238

Data Conversion Planning

– Conversion process– Conversion items– Issue tracking during conversion– District processes that could impact conversion dates– Conversion dates– Household grouping and data cleanup– Other data sources– Q&A

Data Conversion Process

– Conversion 1

• Proof of concept, identify data cleanup and script modifications

• Limit access to a few key people

• Focus on census and enrollment information

– Conversion 2

• Open access to people who know the families

• Review all of the above plus courses, transcripts, assessments, immunizations

• Start work on security groups and users

– Conversion 3

• Open access to large group

• Review all of the above plus transportation, fees, lockers

• Finalize work on security groups and users

– Live Conversion

• There is absolutely no data entry in legacy system after data has been uploaded to Campus.

What is Included in a Data Conversion?

Students• Basic identifying census information (student number, name, birth date, gender, race, state ID, SSN) for all students within

source system 

Historical Data (4 years assumed)• Enrollments, transcripts, immunizations, behavior, health screenings and medical alerts• Standard National Assessments (SAT, ACT, PSAT)• Historical information does not include schedules, attendance, grades, fees, locker assignments or health events.

Current Calendar Data• Households, addresses, phone numbers, contacts• Schedules, courses, sections, course requests, attendance, report card grades• Grade book assignments and scores (*included only during mid-year conversions)• State reporting data as required by the State Department of Education• Special Education settings and codes as related to State Reporting data• Transportation, health events, fees, locker assignments• Employees and district assignments

 

**** Some of these items may be difficult or even impossible to convert correctly. We need the district’s help – you know your data better than anyone. ***

 

Some items not included in a Typical Data Conversion that can be considered with an additional estimate:• Custom tabs/data• Special Education data• Grading standards• Additional years of historical data• Non-standard assessments (i.e. state and district assessments)• Data stored in non-source system (i.e. spreadsheets)• User accounts and passwords

Issue Tracking

• Gatekeeper – one person in district entering tickets• PM will show you how to enter a ticket• Enter an issue only once - aggregate multiple reports of

a single issue• Be descriptive and specific when entering an issue• Show stopper – contact us immediately• Analyst reviews issues between projects – generally

weekly• Conversion Contact• Issue Tracking Contact

Conversion considerations

• District should not go-live at the beginning of a new term• When do you roll students to a new calendar year? End of December• When do you start scheduling? • What are your term dates? • When are report cards mailed? • Provide enough time to finish end of term processes before uploading data for live

conversion.

Data Conversion Plan

• Existing system is: SASI

• State Reporting Meeting – Deb Schwartau, Dec 7, Monday 9:00 am

• Data Consultation – 12/21/2009 (2 hour meeting) small group 9-11

• Trial Conversions:– Trial 1: upload – 12/11/2009; url ready – 12/18/2009– Trial 2: upload – 1/22/2010; url ready – 1/29/2010– Trial 3: upload – 2/26/20101; url ready – 3/5/2010

• Go-Live* = Upload on 4/13/2010; ready by morning of 4/19/2010

Household Grouping and Data Cleanup

• Location of student stateID: _________• How to build households• How to add parent/guardian to household• Telephone numbers• Addresses• How to prevent duplicate names

– Parent/guardian– Staff

Other Information

• Upload to FTP– For each school, create a zip file of the ‘Datafiles’

folder.– Upload to FTP– Send e-mail to conversion analyst and cc project

manager

• Other data sources• Q&A

Staff Developmment

• Mike Mock

Microsoft Office PowerPoint Presentation

What’s Next?

• Where do we go from here?– Review of Project Charter– Communicate coming events to Key Stakeholders– Core P&P – Building Coach Training– Report Gap Analysis– Legacy Data Cleanup– Trial Data Conversions– Preparation for Policy and Procedure Workshop– Staff Development

• District Deliverables– Project Charter signature – P&P Doc– Communication Plan

Post-Implementation

What happens before Go Live?

• Planning

• Communication

• Trial Data Conversions

• Final Data Conversions

• Building Staff Training

What happens after Go Live?

• Learning Curve

• Support, Support, Support

• Client Executive Handoff

• Schedule Prep / Wizard Training

• ICU