Accounting for Every Student : A Taxonomy for Standard Student Exit Codes (2006) Forum Guide to Education Indicators (2005) Forum Unified Education Technology Suite (2005) Forum Publications: Remembering

Overview The Forum has produced more than 25 publications in the last 10 years. Many PPI members weren’t Forum representatives when the documents were originally released. Are we all aware of the breadth of Forum resources?

Accounting for Every Student : A Taxonomy for Standard Student Exit Codes (2006) Identifies exit code taxonomy categories and subcategory descriptions; Highlights common challenges to collecting exit code data; Identifies good practices for collecting exit code data; and Presents a state by state code chart.

Exit Codes: Uses and Users Exit codes are attached to student records at whatever level they exist— school, district, or state. With the current movement from aggregate reports to state-level, individual student data systems, state education agencies are likely to assume more responsibility for standardizing exit codes to ensure data quality. Accurate student enrollment and exit data are needed for many reasons, including: equitable distribution of funds to schools; effective policy decisions about instructional programs, dropout prevention strategies, and graduation requirements fair determination of a school’s participation rate on tests administered for accountability purposes; and correct and comparable calculations of completion and dropout rates, regardless of the method used to calculate those rates.

Taxonomy for Exit Codes 1. still enrolled in the district; 2. transferred; 3. dropped out; 4. completed; 5. not enrolled, eligible to return; and 6. exited—neither completed nor dropped out.

Example: Category 1 CATEGORY 1: Still enrolled in the district— Students are receiving education services and funding in the district; their record has an entry code, but no exit codes CATEGORY 1A: Students are in the same school and program CATEGORY 1B: Students are in a different school (or in a different program within a school) within the same district CATEGORY 1C: Students are in the same district and receiving education services, but not assigned to a particular school

Challenges and Best Practice Chapter 3: Common Challenges to Collecting Exit Code Data Collection System Deficiencies Verification/Validation Shortcomings Special Population Obstacles to Comparability Data System and Technical Challenges Unintended Consequences of Accountability Chapter 4: Good Practices for Collecting Exit Code Data Characteristics of Sound Exit Code Taxonomies Collection Practices that Support Exit Code Data Quality

Forum Guide to Education Indicators (2005) Describes the appropriate role of indicators as tools for measuring educational status and progress; Recognizes standard definitions and calculations for education indicators; and Identifies common misuse of education indicators. pub_ asp

Chapters Chapter 1: Introduction to Education Indicators and Indicator Systems Defines the concept of an education indicator and describes the process of establishing a body of education performance and context indicators that will support decisionmaking by supplying useful, valid, reliable, timely, and cost- effective information. Chapter 2: Catalog of Education Indicators Provides encyclopedia-type “entries” for 44 education indicators. Each indicator entry contains: definition, recommended use, policy question, caveats and cautions, additional information, related indicators, data element components, a formula, commonly reported subgroups, and display suggestions. Appendices:Additional Context Measures, Statistical Terms and Concepts Display and Presentation, Data Elements, Additional Resources

Context and Philosophy

List of Indicators (A-C)

Forum Unified Education Technology Suite (2005) This online resource combines and updates four previously existing NCES/Forum publications. Written for individuals who lack extensive experience with technology, but are tasked with leading technology initiatives in a school or district setting. Presents a practical, comprehensive, and tested approach to assessing, acquiring, instituting, managing, securing, and using technology in education settings. Safeguarding Your Technology (1998) Your Fingertips (2001) Technology in Schools (2002) Weaving a Secure Web (2003)

Chapters Part 1: Planning Your Technology Initiatives Part 2: Determining Your Technology Needs Part 3: Selecting Your Technology Solutions Part 4: Implementing Your Technology Part 5: Safeguarding Your Technology Part 6: Maintaining and Supporting Your Technology Part 7: Training for Your Technology Part 8: Integrating Your Technology Appendices: Sample Acceptable Use Policy, FERPA Fact Sheet, Web Guidelines, Sample Security Agreements, Glossary

Table of Contents Outline for an RFP What Kinds of Issues Should Be Considered?  Thinking through Options  Performing a Build Versus Buy Analysis  Selecting Software for Classrooms  Dealing with Hardware  Purchasing versus Leasing  Evaluating Human Resources  Choosing and Preparing a Site Making a Final Decision  Reviewing Organization Guidelines and Procedures  Seeking Outside Advice  Reviewing References Analyzing Costs and Establishing a Budget  Procuring Resources  Negotiating the Bid Process  Comparing Costs to Benefits Documenting the Decision Introduction  1.1 Background  1.2 Overview of Requirements  1.3 Proposal Delivery Instructions (Due Date, Address, Etc.)  1.4 Organization of RFP Document  1.5 Required Organization of Proposals Required System Capabilities  2.1 Functionality  2.2 Technical Parameters and Capabilities Support Considerations  3.1 System Accessibility and Downtime  3.2 Maintenance Responsibilities  3.3 User Account Maintenance  3.4 System Security Proposal Evaluation  4.1 Mandatory Criteria  4.2 Point-related Criteria  4.3 Evaluation Process References Required Part 3: Selecting Your Technology Solution

Accepting (and Refusing) Donations Key Questions to Ask When Offered Donated Technology When companies replace their computer systems, they sometimes look to donate the equipment and/or software to education organizations. It is tempting to say "yes" to anyone offering something for free. On the other hand, a rule one might want to live by is: "Don't accept a gift you have to feed.”  Screen potential donations to ensure compliance with standards adopted by the organization.  Just as with purchases, donations come with associated costs for installation, training, maintenance, power supplies, facilities, associated hardware or software, human resources, etc. Does the hardware, software, or networking equipment being donated comply with the organization's standards? Will the hardware, software, or networking equipment being donated be covered by existing service and maintenance agreements or require additional expenses to ensure support? What other costs are associated with acceptance of the donation (e.g., will operating systems need to be purchased for donated computers)? Does the equipment contain toxic components that will drive up the cost of disposal? Will the donor defray any of the associated costs of acceptance? Part 6: Maintaining and Supporting Technology

Other Forum Publications

What Does This Mean to Forum Members? Are any of these publications relevant to activities and issues in my state or district? Do I know of anyone who would benefit from using any of these Forum resources? How can I share information about these documents with my colleagues? How can I share news about Forum resources more broadly?  Can I deliver a PPT presentation at a local meeting?  Can I submit an article to a newsletter or listserv?