| VI–A |
NCES School and School District Geodemographic Data (Part I)
Douglas Geverdt and Laura Nixon, U.S. Census Bureau
Tai Phan, National Center for Education Statistics
Federal, state, and local administrators have long recognized the need for high quality geographic and demographic data for educational planning and research. The National Center for Education Statistics (NCES) partners with the U.S. Census Bureau to produce a variety of geodemographic data products for schools and school districts to help researchers and decisionmakers understand the conditions of education in the United States. This workshop provided a brief overview of some of these resources and demonstrated tools provided by NCES to help access and analyze these data.
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| VI–B |
Using Oracle Tools to Build an LDS
John Calderone, Wisconsin Department of Public Instruction
Jeff Sellers, Florida Department of Education
Raymond Woten, Virginia Department of Education
Several states are using Oracle software as an important part of their longitudinal data systems (LDS) projects. This panel discussed LDS development and the part Oracle tools are playing in some LDS projects. The panel also provided an opportunity to share best practices. There was a preliminary discussion of creating a State Education Agency (SEA) Oracle LDS Special Interest Group (SIG) that would meet at future MIS conferences.
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| VI–C |
Writing RFPs for State Data Systems: Lessons Learned
Joe Egan, Washington Department of Education
Meg Ropp, Michigan Department of Education
Beth Juillerat, Ohio Department of Education
States are in various stages of developing statewide data systems, and most states need to write requests for proposals (RFPs) for various components of their systems. During this session, states had an opportunity to learn from peers about lessons learned while writing RFPs for data systems. Staff from Ohio, Michigan, and Washington provided first-hand do's and don'ts from their RFPs.
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Writing RFPs for State Data Systems: Lessons Learned  (184 KB)
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| VI–D |
Creating Flexible Data Systems for Evolving Data Needs
Cindy Lou Cantu and John Pirone
Los Angeles Unified School District
When the Los Angeles Unified School District's Decision Support System (DSS) was launched over 4 years ago, its goal was to give district and school site decisionmakers access to data to guide instruction. Over time, however, other systems have emerged to better reflect the needs of their users and the exigencies of No Child Left Behind. Increasingly, people want visually friendly data that reflect students' performance and trends over time. They also want to identify students who are likely to succeed and those who are likely to fail. In this presentation, we described the district's dashboard known as Stats at a Glance, and the Alert system, which identifies students whose performance drops on one or more key performance indicators.
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Creating Flexible Data Systems for Evolving Data Needs (1.2 MB)
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| VI–E |
SIF: The Next Generation
Larry Fruth, Mark Reichert, and Vicente Paredes
Schools Interoperability Framework Association
To meet the requirements and the increasing demands to support interoperability between systems enabling accurate data exchanges and ease of integration, the Association released the Schools Interoperability Framework (SIF) Implementation Specification version 2.0 and the SIF Reporting Web Services Specification.
This session presented the exciting changes and added functionality that are included in these newest versions of the Specifications. In addition, the presenters explained where the SIF Association is headed beyond 2.0 in the expansive education data space, as we engage the education community and leverage partnerships with existing standards bodies. A preview of other SIF sessions at the conference was provided.
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SIF: The Next Generation (1.5 MB)
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| VI–F |
Georgia's HiQ Inventory Tool for Monitoring NCLB Compliance
Chuck McCampbell and Giali Chu
Georgia Professional Standards Commission
Georgia's "HiQ" inventory tool combines educator assignment data from the Department of Education's Certified/Classified Personnel Index (CPI) with credentialing information from the Professional Standards Commission's Certification Information System (CIS) to reveal educators' "highly qualified" status for each teaching assignment. LEA staff may update assignment data, assert pertinent qualifications not stored in CIS (such as High, Objective, Uniform, State Standard of Evaluation), and declare how nonhighly qualified assignments will be remedied before the next academic year. HiQ is updated in near real-time, informs decisions regarding staff development and teaching assignment, and has driven changes in both CPI and CIS.
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| VI–G |
Transformation of Special Education Information Into EDFacts
Bobbi Stettner-Eaton, Alexa Posny, Louis Danielson
U.S. Department of Education
This session reviewed the accomplishments and future plans for providing federal special education program managers and analysts with all of their data through EDFacts. It provided an opportunity for participants to review the details of the plans for the Office of Management and Budget paperwork clearance of the 2007-08 school year data elements. There were opportunities for audience participation and suggestions concerning these milestones and objectives.
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