When will WDM Schools have on-line registration?

When will WDM Schools have on-line registration?
Short answer:  Summer of 2013.

Full details…….
Q1. Has the district reviewed any vendor options for online registration?
A1. Yes, we reviewed two options… each option was focused on a full online registration process.
A) Infosnap, an option used by Waukee Schools.  However, InfoSnap does not yet have the ability to integrate with Infinite Campus
B) We reviewed an option from Infinite Campus… However, after a full review it was determined that the district needs to have a centralized registrar in place and standardize all registration at all schools prior to implementing on-line registration.

Q2. I’m totally frustrated…. I saw in the paper that Waukee moved most of their registration online (although some paper is still required in person).. If they can do it, why can’t we?
A2.  This is a great question….  The challenge isn’t the technology, as Infinite Campus has the ability to provide us with on-line registration, but it assumes that the district has 1) standardized district enrollment processes and 2) a district registrar that oversees the process.    Currently, each of our schools handles the registration on their own, basically creating 14 different registration models/processes.   In order to resolve both of these issues, we are implementing a District Registrar, who will assist us with standardizing the registration forms between all schools and this person will also be responsible for data entry for all new families entering our district.

Q3. What could possibly be so hard about standardizing the registration forms?
A3. With building based registration, each school has had the ability to customize the forms for their own needs.  In addition, most schools use a student based form – which means parents fill out the same form for EACH student.  This leads to lots of repetition.  Instead, we’d like to move to a family based form, so that the family can fill out one form that contains information on everyone in the family.

Q4. What about on-line payment systems –  will the registration process include the ability to pay on-line?
A4.  Yes, we expect to also have the ability to pay on-line while registering.

Q5. When on-line registration is available… EVERYTHING will be on-line right?  In other words, there will be absolutely no need to visit the school?
A5.  We’re still reviewing this,  but it’s likely that schools will still want families/students to visit the school to obtain their class schedules.  It’s not a technical issue – instead, our schools are wanting to remove as much paperwork as possible, but they still want to connect with families and students face to face.

Q6. When will the Registrar position start?
A6. The District Registrar position started just recently.  Some of our first tasks include:  moving from student based forms to family based forms and standardizing to one single registration form for all schools.  We’ll then begin to take the data entry away from schools and transition it to the District Registrar.

Q7. Is there more information on what the new Registrar position is doing and how this will impact the school registration process?
A7. Yes, more information is available at: https://wdmtech.wordpress.com/2012/02/24/dstrict-registrar/

The Power of Personalization

In an earlier post, we highlighted our district’s action team that is researching Personalized Learning  Plan’s  (http://bit.ly/GExWoZ).  As part of the research, we recently asked teachers to conduct some trials with a few students, inviting them to spend one on one time with a student to discuss their strengths, needs, and their preferred learning styles.

The pilot enables us to see what the process might look like and what logistics and challenges lay ahead – but it also showed the power of personalization and how the one on one time helps build relationships that power learning.

Katie Ernst
7^th Grade English
Stilwell Junior High
ernstk@wdmcs.org

.

.

.

How did you structure or set it up with students?
I talked with my students on a collaboration day when there were only about 3-5 students in the classroom. I explained what a PLP was and how it could help students and teachers. I showed them where it was located in Infinite Campus. I asked questions, typed their responses into Infinite Campus, read it back to them, typed my responses and read that to them as well. I let them read it before I saved it.

How many students were involved?
I tested 3 students.

What types of information did you record?
I asked them to identify their strengths, weaknesses and personal learning styles.  I also asked them to set one goal: either academic, a personal, or a career goal – and this was also recorded into Infinite Campus.

Were students will to share – or do you have to prompt them for information?
They all answered pretty quickly and didn’t require much prompting. They knew more about learning styles than I thought they would.

How long did it take per student?
About 20 minutes per student

What was their reaction to doing this? Did they respond positively or did they question why it was being done?
Very positively. I talked to their parents at conferences about it as well.

What do you see as the challenges that need to be addressed?
We need to have consistency in language as well as what gets recorded.  Time is also a huge challenge, as well as whether the student is comfortable with the adult.  We also need to clarify how the information will used by teachers.

From your perspective, was it worthwhile? Is there benefit to you and your students?
Yes; I enjoyed the one-on-one time with the kids. That is such a rare experience anymore that is so rewarding. It was good to hear kids talk about how they view themselves. I could envision myself going into a student’s PLP in the future, to gather more information to assist when I am trying to problem-solve a student concern.

Jas Overlin
Extended Learning Program Teacher, 7^th and 8^th Grade
Indian Hills and Stilwell Junior High Schools
overlinj@wdmcs.org

.

.

How did you structure or set it up with students?
Stage one involved talking with a few students and explaining the purpose of PLP’s—to better understand and help students achieve goals and to help define any areas of concern.  Stage two involved talking with all my 7^th grade students, and stage three was discussing and implementing PLP’s with some parents/students during conferences.

How many students were involved?
Stage one: five students
Stage two: approximately 80 students
Stage three:  approximately 10 parents/students

What types of information did you record?
Academic strengths/needs, and Behavioral (both social and emotional) strengths/needs

Were students willing to share – or do you have to prompt them for information?
Most were hesitant at first; they were more concerned as to whether other students would hear (during stage one).  However, by mid-way through, they were willing to share freely.  Prompting only came from me when they were stuck and couldn’t think of an answer.

How long did it take per student?
20-25 minutes for each student, and an additional 10 minutes with the parents.

What was their reaction to doing this? Did they respond positively or did they question why it was being done?
Because there was a high level of trust between me and my students, they were very positive about the process.  The parents were the ones that asked more questions (who would see this, what was the purpose, would it influence placement in programs, etc). Once those questions were answered to their satisfaction, they, too, were very receptive to the process.

What do you see as the challenges that need to be addressed?
Time, time, time!  Plus, a quiet, one-on-one experience.

From your perspective, was it worthwhile? Is there benefit to you and your students?
I think that this could be one of the biggest factors of success if there is teacher buy in throughout the district.  If students see that their thoughts and goals are being addressed year to year, they will have one more layer of trust and accountability – as well as another example of how their teachers care about them and their success.  In fact, I noticed that several students left the one-on-one session with a new “swagger”; you could tell that they were positively impacted.

Megan Thomsen
At-Risk Teacher
Stilwell Junior High
thomsenm@wmdcs.org

 .

.

.

How did you structure or set it up with students?
I asked one student to participate and explained a PLP and asked them to participate. 

What types of information did you record?
I recorded their strengths, needs, and learning style(s).

How long did it take per student?
About 20 minutes.

What was their reaction to doing this? Did they respond positively or did they question why it was being done?
The student was very positive about the entire process. In fact, the student was able to make a connection between the PLP and our district vision survey that asks students “does an adult know and care for you?”  The one on one setting for a PLP allows us the ability to create positive relationships with individual students.

What do you see as the challenges that need to be addressed?
Time.  Twenty minutes per child is a lot, and we need to conduct the conversation in a private setting without other students in the vicinity.

From your perspective, was it worthwhile? Is there benefit to you and your students?
Even though it takes 20 minutes, yes, it is worthwhile.  Even with just one student, I could see what an impact it made on him…. the conversation was powerful for building relationships.