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Infinite Campus for CPS Students & Families

 Below you will find examples of tools available in Campus Parent and how to use them.

The Home screen displays all of a parent's students and summarizes information needi ng the parent's attention. Here you can view the following information:

• Assignments Due Today
• Recent Assignment Scores
• Recent Grade Updates
• Recent Attendance Updates
• Recent Behavior Events

If you have multiple students enrolled in the district, you can click on each student to view their details.

The Calendar displays data in three different modes, Assignments , Schedule , and Attendance .

For Assignments and Attendance , dots display below dates that have data. Select a mode and date to view data for that day.

In Assignments mode, a button displays to show the Weekly Overview, which shows all assignments for the selected week.

Weekly Overview

The Weekly View filters the Calendar to show a student's assignments for a week in a simple, single page overview.

In this overview, view assignments for the week and see scores. Assignments display for the calendar day on which they are Due .

Flagged assignments, such as the Missing assignment above, are also shown. Scored assignments are shown with the points possible, if applicable, or the percentage or rubric score earned.

Assignments

The Assignments tool collects all of a student's assignments with the focus on today. Click assignments to view details and scroll to see previous and future assignments. Use the Missing and Current Term buttons at the top to filter assignments.

The Grades tool shows all of the grades earned by the selected student for all tasks (such as Trimester or Semester grades) and standards. Posted grades are displayed in bold, with In-Progress grades indicated as "In-progress." The student's Cumulative GPA also displays at the top of the Grades tab if enabled.

Show grades for a single term or for the whole year by selecting an option at the top. Expand the Settings menu to Hide dropped courses , Hide rows without grades or assignments , or expand or collapse all courses.

Where the grey arrow displays for a task or standard, click the task to view the Categories that contribute to the grade. Expand categories to view all included assignments. Click assignments to view details.

Grades that are part of a composite or rollup grading setup are indicated.

Grade Book Updates

Grade Book Updates lists all of the assignments that have been scored or otherwise updated in the last 14 days. Click on the assignment or the course name to view details.

The Attendance tool lists the absences and tardies for attendance taking periods in the selected term. Navigate between terms using the options at the top.

Click on a period to view details. On the detail view, absences and tardies are divided by type (excused, unexcused, exempt, or unknown), with all absences and tardies listed below. When attendance is recorded via present minutes, this attendance screen displays the total Present Time and Expected Time by section.

Click on a section to view the Time In, Time Out, and Present Time recorded by date.

The Schedule tool shows the student's schedule for each term, including any day rotations. Schedules are shown for all the whole year, all terms, and all of the student's enrollments. Each schedule includes the student's courses with the teacher's name and room assigned. If a day rotation is in place, the day is indicated in the top right corner of the schedule. Choose the course name to view details.

There is a report available in Campus Student and Campus Parent that lets you view scholars' schedules in one place . If the scholar is taking courses in multiple CPS buildings, you will find directions for multiple campuses at the bottom of this page .

Notifications

The Notifications dropdown list shows a simple list of notifications the student has received, such as graded assignments. Click the user menu at the top right of screen to establish Notification Settings.

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More enhancements to the new assignment editor.

• July 20, 2021

I’m excited to tell you about more enhancements to the new assignment editor. There are four areas of enhancements are part of Campus.2128, which was released July 6. 

• Flexibility to allow assignments to be in sync between sections/copies or differentiated 

It’s pretty common that you create an assignment and then realize you need to make a few changes to it. If it’s an assignment you scheduled into multiple sections, you might want those changes reflected in all sections, but you might not.  

Here’s an example: 

Let’s say you created an assignment for three different sections, but you want to change the due date for only one of those sections. After you go into that section and make the change, you’ll see this message, asking if you’d like to update any other copies of that assignment.

The blue check boxes along the left side allow you to pick and choose which sections get updated. 

Note: This works this way if all the sections chosen are active on the new date you choose. If one of the sections is not active on the new due date, you will not be able to change the date on that section. 

It doesn’t end there – you have more flexibility than that! If you make two kinds of changes to the initial assignment, maybe change the due date and change the total number of points, when you save you see a slightly different message.

This screen lets you apply one, both, or neither of the changes to the other sections. You only need to make the changes once and then choose which sections to apply them to. 

I used the number of points as the example, but this would include any of the grading information on the assignment including Abbreviation, Sequence, Category, Standard/Grading Task, Scoring Type, Marks, Points, and Multiplier. 

Note: This works when all the sections chosen have the same grading set up for the change you are making.  

Let’s look at a third scenario. You change three kinds of things on the assignment. For example, you could change the date, the number of points, and the summary description or another part of the assignment’s content. The content could be the summary description or instructions, adding or changing a file attached to the assignment, or adding a Scoring Rubric. If you make three types of changes to the assignment, you receive this prompt:

This new flexibility will also work across schools. If you teach in multiple schools, you will see a message like the one below, with both schools showing on the message.

2. Section Groups view in Grade Book 

Section Groups support in the Grade Book is back! When you choose a Section Group, you can now click the Add button and add the Assignment to the Section Group.

You can see highlighted at the top this assignment is in the History B Section Group.

If you scroll to the bottom of the assignment editor, as seen below, you see this assignment aligns to all three sections in this Section Group.

It will work as expected provided the grading set up is the same in all sections within the Section Group.  

• Default Grading value s  

Assignment Defaults are now located within Categories. To access Categories, first click on Settings to expand the Settings menu.

When you click on Categories, you will see the Categories already created for the section.

When you choose a Category, in this case, the Category called Assignments, you see this screen:

There are three new columns on the right side. They allow you to set default values for this Category in any or all your sections. 

Below they are filled in for History A.

If you change the Category, the values will change based on the defaults in the new Category. After your defaults are set, they will auto populate, but you can always manually change the default settings on an individual assignment.  

• Abbreviations on Duplicate 

There have also been updates to the abbreviation field when an assignment is duplicated. To duplicate an assignment, click the arrow next to the Edit button and choose Duplicate.

When you duplicate an assignment, the title of the new assignment will change to include the words “Copy of,” and to start, the Abbreviation field remains the same.

Once you change the title, however, the Abbreviation field will automatically change.

The case for — gasp! — teaching kids to talk to strangers

Screens and pandemic quarantine have atrophied young people’s ability to connect. move over, ‘stranger danger.’ gen z is contending with an actual threat: isolation..

I t was seven or eight years ago that Dawn Moyer noticed that an odd silence had begun to fall across the campus of Oregon State. In her decade as a student adviser there, the school had always been alive with conversation. No more. Moyer would step into a full classroom, and it would be silent. She’d walk down a crowded hallway, and no one would be talking.

At the same time, Moyer saw a “huge” increase in reports of anxiety and depression among her students. Kids wanted to live alone, or only attend class virtually, or were contemplating suicide. This was in line with national trends. A 2019 Pew survey found that American teenagers reporting “major depressive episodes” rose more than 50 percent between 2010 and 2016. A 2023 University of Rochester study found that 15-to-24-year-olds’ daily in-person engagement with friends dropped by nearly 75 percent between 2003 and 2020.

As an ultrasocial species, we humans draw our strength and resiliency from the robustness of our social circles. But for many kids, those circles never formed. “[They] have so few relationships,” Moyer says. She says technology and the pandemic have inhibited their ability to make friends. “The combo together is just lethal.”

What can be done? A few approaches are being explored — from encouraging greater independence and free play for kids to banning phones in schools. I’m going to suggest a simpler idea: We need to teach kids to talk to strangers.

The fallacy of ‘stranger danger’

I understand the instinctive pushback against such an idea. After all, I, like millions of others, spent my youth being told that strangers are dangerous — an insidious bit of propaganda with virtually no statistical basis : Major crimes are overwhelmingly perpetrated by people close to the victim. But according to a growing number of psychologists, talking to strangers confers a host of benefits that will lessen the malaise affecting young people.

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In 2013, psychologists Gillian Sandstrom and Elizabeth Dunn conducted a study in Toronto involving 60 commuters, half of whom were instructed to make small talk with their Starbucks barista. The talkers reported feeling a stronger sense of belonging and an improved mood after the interaction. The effect was so pronounced that Sandstrom and her coauthor dubbed these little chats “a readily available source of happiness.”

Sandstrom went on to become the leading authority on these interactions, and studies she and others have conducted have consistently found that talking to strangers makes people happy, enhances a sense of belonging and connectedness, and alleviates feelings of loneliness, isolation, and distrust. This holds for men and women and introverts and extroverts across a wide range of ages.

So if it’s good for us and enjoyable, why do so many people avoid it? Sandstrom over the years has assembled an inventory of fears that study participants have confessed to her. Chief among them are a perceived social norm against talking to strangers and a fear that they wouldn’t be any good at it if they tried. As a result, Sandstorm writes, “people are remarkably pessimistic about every aspect of talking to strangers.”

In 2014, psychologists Nicholas Epley and Juliana Schroeder dug into this reluctance. They recruited hundreds of commuters in Chicago to chat up strangers on mass transit and in taxis. Before setting out, they asked participants to predict how it would go. People predicted it would go badly: They’d be rejected, and the conversations would be brief and awkward. But not one of the participants was rejected, and the conversations lasted longer than they’d predicted (in one experiment, more than 14 minutes). In the end, the talkers enjoyed their commute far more than the others. A few years later, Epley and Schroeder re-created the experiment on London’s Tube — home of a stringent social norm against talking to strangers — and got the same result . People enjoyed it, people got along, some even made new friends.

The gap between prediction and reality was so broad in these studies that it caused Epley and Schroeder to worry that people “may not always be social enough for their own well-being.” That line is key. If you have a hard time talking to strangers, you’re going to have a hard time making friends. And if you don’t make friends, you’re going to have a rough time.

That brings us back to young people. In 2022, Sandstrom published the results of a study in which she created a scavenger hunt for 286 students from two universities. These kids were given a list of types — people who looked happy or sad, or were carrying things, or had tattoos, and so on — and were instructed to go talk to strangers who matched the descriptions.

The results were in line with previous studies. What was striking, though, was what the study said about the gap between how we expect these interactions to go and how they do go. One “shy” 19-year-old predicted the experience would be “awkward,” “weird,” and “daunting,” but reported afterward, “It was a great experience! . . . I’m much more social than I thought.” Another confessed to being “nervous” and predicted the mission would be “difficult” but had an overwhelmingly positive experience: “I felt like I had forgotten how to make friends, but this study reminded me that most people are friendly and you just need to put yourself out there.” Another simply concluded: “Made a new mate, felt good.”

Members of this cohort may feel isolated and alone, they may be gripped by social anxiety, but 41 percent of the students in the study ended up exchanging contact information with one of the people they met and following up with them later. For Sandstrom, the feedback was inspiring. “It feels pretty great to enable that many people to meet new friends,” she says. “It baffles me how many students have trouble getting to know each other.”

An ‘insidious loop’

Last year, researchers led by Louis Schmidt at McMaster University pointed to an insidious loop in which technology reduces young people’s in-person interactions, which deprives them of the chance to develop social skills, which then leads to an “avoidance of in-person interactions leading to social isolation, social inhibition, and worry,” which further increases their reliance on technology, and so on. Any effort to address the mental health crisis affecting young people needs to sever that loop.

At Oregon State, the student adviser Dawn Moyer is doing her part. She pairs students up with classmates they’ve never met. She makes them go out on campus with signs containing a conversation prompt of their choosing and talk to strangers. It’s “hugely unpopular at first,” she says. “Everyone gasps, cringes, ducks out of the room. Afterward, those who do it almost universally say they are very glad they did it and that it reminded them of why they were in college.”

Once in a crowded yet silent hallway, Moyer announced, “Back in my day, we talked to people when I was waiting for class.” It’s precisely the kind of generational hectoring young people deplore. And yet, she says: “I went to the bathroom, and I come back, and guess what? They’re all talking to each other.”

The fact is, kids do want to connect with one another. Many know they’re missing something. But they worry they don’t know how, or aren’t allowed, or maybe they’re just struggling to free themselves from their phone’s tractor beam. What they need is education and encouragement to go do what in the end is both natural and essential to members of a hypersocial species. “It makes me so sad to hear when I ask my classmates what they do for fun for the answer to be related to spending time on their phone,” one of Moyer’s students wrote in an assignment. “The time you have on this earth is never for certain and I hate to think about my life wasted on a dopamine box.”

Joe Keohane is the author of “The Power of Strangers: The Benefits of Connecting in a Suspicious World” and coauthor of “The Lemon: A Novel.” He lives in New York City.

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Noubar Afeyan PhD ’87 gives new MIT graduates a special assignment

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Biotechnology leader Noubar Afeyan PhD ’87 urged the MIT Class of 2024 to “accept impossible missions” for the betterment of the world, in a rousing keynote speech at the OneMIT Commencement ceremony this afternoon.

Afeyan is chair and co-founder of the biotechnology firm Moderna, whose groundbreaking Covid-19 vaccine has been distributed to billions of people in over 70 countries. In his remarks, Afeyan briefly discussed Moderna’s rapid development of the vaccine but focused the majority of his thoughts on this year’s graduating class — while using the “Mission: Impossible” television show and movies, a childhood favorite of his, as a motif.

“What I do want to talk about is what it takes to accept your own impossible missions and why you, as graduates of MIT, are uniquely prepared to do so,” Afeyan said. “Uniquely prepared — and also obligated. At a time when the world is beset by crises, your mission is nothing less than to salvage what seems lost, reverse what seems inevitable, and save the planet. And just like the agents in the movies, you need to accept the mission — even if it seems impossible.”

Afeyan spoke before an audience of thousands on MIT’s Killian Court, where graduates gathered in attendance along with family, friends, and MIT community members, during an afternoon of brightening weather that followed morning rain.

“Welcome long odds,” Afeyan told the graduates. “Embrace uncertainty, and lead with imagination.”

Afeyan’s speech was followed by an address from MIT President Sally Kornbluth, who described the Institute’s graduating class as a “natural wonder,” in a portion of her remarks directed to family and friends.

“You know how delightful and inspiring and thoughtful they are,” Kornbluth said of this year’s graduates. “It has been our privilege to teach them, and to learn together with them. And we share with you the highest hopes for what they will do next.”

The OneMIT Commencement ceremony is an Institute-wide event serving as a focal point for three days of graduation activities, from May 29 through May 31.

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MIT’s Class of 2024 encompasses 3,666 students, earning a total of 1,386 undergraduate and 2,715 graduate degrees. (Some students are receiving more than one degree at a time.) Undergraduate and graduate students also have separate ceremonies, organized by academic units, in which their names are read as they walk across a stage.

Afeyan is a founder and the CEO of Flagship Pioneering, a venture firm started in 2000 that has developed more than 100 companies in the biotechnology industry, which combined have more than 60 drugs in clinical development.

A member of the MIT Corporation who earned his PhD from the Institute in biochemical engineering, Afeyan also served as a senior lecturer at the MIT Sloan School of Management for 16 years. He is currently on the advisory board of the MIT Abdul Latif Jameel Clinic for Machine Learning and has been a featured speaker at events such as MIT Solve. Afeyan is the co-founder of the Aurora Prize for Awakening Humanity, among other philanthropic efforts.

“You already have a head start, quite a significant one,” Afeyan told MIT’s graduates. “You graduate today from MIT, and that says volumes about your knowledge, talent, vision, passion, and perseverance — all essential attributes of the elite 21st-century agent.” He then drew laughs by quipping, “Oh, and I forgot to mention our relaxed, uncompetitive nature, outstanding social skills, and the overall coolness that characterizes us MIT grads.”

Afeyan also heralded the Institute itself, citing it as a place crucial to the development of the “telephone, digital circuits, radar, email, internet, the Human Genome Project, controlled drug delivery, magnetic confinement fusion energy, artificial intelligence and all it is enabling — these and many more breakthroughs emerged from the work of extraordinary change agents tied to MIT.”

Long before Afeyan himself came to MIT, he grew up in an immigrant Armenian family in Beirut. After civil war came to Lebanon in 1975, he spent long hours in the family apartment watching “Mission: Impossible” re-runs on television.

As Afeyan noted, the special agents in the show always received a message beginning, “Your mission, should you choose to accept it … ” He added: “No matter how long the odds, or how great the risk, the agents always took the assignment. In the 50 years since, I have been consistently drawn to impossible missions, and today I hope to convince each and every one of you that you should be too.”

To accomplish difficult tasks, Afeyan said, people often do three things: imagine, innovate, and immigrate, with the latter defined broadly, not just as a physical relocation but an intellectual exploration.

“Imagination, to my mind, is the foundational building block of breakthrough science,” Afeyan said. “At its best, scientific research is a profoundly creative endeavor.”

Breakthroughs also deploy innovation, which Afeyan defined as “imagination in action.” To make innovative leaps, he added, requires a kind of “paranoid optimism. This means toggling back and forth between extreme optimism and deep-seated doubt,” in a way that “often starts with an act of faith.”

Beyond that, Afeyan said, “you will also need the courage of your convictions. Make no mistake, you leave MIT as special agents in demand. As you consider your many options, I urge you to think hard about what legacy you want to leave, and to do this periodically throughout your life. … You are far more than a technologist. You are a moral actor. The choice to maximize solely for profits and power will in the end leave you hollow. To forget this is to fail the world — and ultimately to fail yourself.”

Finally, Afeyan noted, to make great innovative leaps, it is often necessary to “immigrate,” something that can take many forms. Afeyan himself, as an Armenian from Lebanon who came to the U.S., has experienced it as geographic and social relocation, and also as the act of changing things while remaining in place.

“Here’s the really interesting thing I’ve learned over the years,” Afeyan said. “You don’t need to be from elsewhere to immigrate. If the immigrant experience can be described as leaving familiar circumstances and being dropped into unknown territory, I would argue that every one of you also arrived at MIT as an immigrant, no matter where you grew up. And as MIT immigrants, you are all at an advantage when it comes to impossible missions. You’ve left your comfort zone, you’ve entered unchartered territory, you’ve foregone the safety of the familiar.”

Synthesizing these points, Afeyan suggested, “If you imagine, innovate, and immigrate, you are destined to a life of uncertainty. Being surrounded by uncertainty can be unnerving, but it’s where you need to be. This is where the treasure lies. It’s ground zero for breakthroughs. Don’t conflate uncertainty and risk — or think of it as extreme risk. Uncertainty isn’t high risk; it’s unknown risk. It is, in essence, opportunity.”

Afeyan also noted that many people are “deeply troubled by the conflicts and tragedies we are witnessing” in the world today.

“I wish I had answers for all of us, but of course, I don’t,” Afeyan said. “But I do know this: Having conviction should not be confused with having all the answers. Over my many years engaged in entrepreneurship and humanitarian philanthropy, I have learned that there is enormous benefit in questioning what you think you know, listening to people who think differently, and seeking common ground,” a remark that drew an ovation from the audience.

In conclusion, Afeyan urged the Class of 2024 to face up to the world’s many challenges while getting used to a life defined by tackling tough tasks.

“Graduates, set forth on your impossible missions,” Afeyan said. “Accept them. Embrace them. The world needs you, and it’s your turn to star in the action-adventure called your life.”

Next, Kornbluth, issuing the president’s traditional “charge to the graduates,” lauded the Class of 2024 for being “a community that runs on an irrepressible combination of curiosity and creativity and drive. A community in which everyone you meet has something important to teach you. A community in which people expect excellence of themselves — and take great care of one another.”

As Kornbluth noted, most of the seniors in the undergraduate Class of 2024 had to study through, and work around, the Covid-19 pandemic. MIT, Kornbluth said, is a place where people “fought the virus with the tools of measurement and questioning and analysis and self-discipline — and was therefore able to pursue its mission almost undeterred.”

The campus community, she added, “understands, in a deep way, that the vaccines, as Noubar just said, were not some ‘overnight miracle’ — but rather the final flowering of decades of work by thousands of people, pushing the boundaries of fundamental science.”

And while the Class of 2024 has acquired a great deal of knowledge in the classroom and lab, Kornbluth thanked its members for what they have given to MIT, as well.

“The Institute you are graduating from is — thanks in part to you — always reflecting and always changing,” Kornbluth said. “And I take that as your charge to us.”

The OneMIT Commencement event started with a parade for alumni from the class of 1974, back on campus for their 50th anniversary reunion. The MIT Police Honor Guard entered next as part of the ceremonial procession, followed by administration and faculty. The MIT Wind Ensemble, conducted by Fred Harris, Jr., provided the accompanying music.

Mark Gorenberg ’76, chair of the MIT Corporation, formally opened the ceremony, and Thea Keith-Lucas, chaplain to the Institute, gave an invocation. The Chorallaries of MIT sang the national anthem.

Afeyan’s remarks followed, but were delayed for several minutes by protesters holding signs. After his speech, Lieutenant Mikala Nicole Molina, president of the Graduate Student Council, delivered remarks as well.

“Let us step forward from today with a commitment not only to further our own goals, but also to use our skills and knowledge to contribute positively to our communities and the world,” Molina said. “Our actions reflect the excellence and integrity that MIT has instilled in us.”

Penny Brant, president of the undergraduate Class of 2024, then offered a salute to her classmates, saying “I know I would not be graduating here today if not for all of you who have helped me along the way. You all have had such a profound and positive impact on me, our community, and the world.”

Kornbluth’s speech, which followed, was momentarily interrupted by shouting from an audience member, before students and other audience members gave Kornbluth a sustained ovation and ceremonies resumed as planned.

R. Robert Wickham ’93, SM ’95, president of the MIT Alumni Association and chief marshal of the Commencement ceremony, also offered a traditional greeting for graduates saying he was “welcoming you into our alumni family, your infinite connection to MIT.” There are now almost 147,000 MIT alumni worldwide.

The Chorallaries sang the school song, “In praise of MIT,” as well as another Institute anthem, “Take Me Back to Tech,” moments after Gorenberg formally closed the ceremony.

Preceding Afeyan, recent MIT Commencement speakers have been engineer and YouTuber Mark Rober, in 2023; Director-General of the World Trade Organization Ngozi Okonjo-Iweala, in 2022; lawyer and activist Bryan Stevenson, in 2021; and retired U.S. Navy four-star admiral William McRaven, in 2020.

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