Comprehensive Needs Comprehensive Needs AssessmentAssessment

Phase IIPhase II

Gather and Analyze DataGather and Analyze Data

Objectives of Phase IIObjectives of Phase II

• Building relationships with data staff at district and state Building relationships with data staff at district and state levelslevels

• Building mechanisms for obtaining data that are Building mechanisms for obtaining data that are appropriate and timelyappropriate and timely

• Building a comprehensive understanding of the gaps Building a comprehensive understanding of the gaps between migrant students and comparison populationsbetween migrant students and comparison populations

Principle StepsPrinciple Steps

• Consider types of data needed for each Consider types of data needed for each indicatorindicator

• Identify sources of that dataIdentify sources of that data• Determine comparison group/target Determine comparison group/target • Plan methods of data collection and analysisPlan methods of data collection and analysis

Data Types with Sample SourcesData Types with Sample Sources

Outcome/Achievement DataOutcome/Achievement Data State assessment, State language State assessment, State language

proficiency results, Primary grade literacy proficiency results, Primary grade literacy assessments, teacher-made tests resultsassessments, teacher-made tests results

Perception DataPerception DataStudent surveys, Parent surveys, focus Student surveys, Parent surveys, focus groups, Self- esteem survey resultsgroups, Self- esteem survey results

Demographic DataDemographic DataStudent surveys, Parent surveys, School Student surveys, Parent surveys, School

or or District level database, ID&R recordsDistrict level database, ID&R records

TEST SCORES SCHOOL INVOLVEMENT FAMILY BACKGROUND

State Assessment ScoresStandardized Tests ScoresNorm-Reference Test ScoresCriterion Reference Test ScoresCognitive Ability Test ScoreLanguage Proficiency Ratings (English &

Primary Language Other than English)

Portfolio Assessment RatingsTeacher Survey of Basic Skill NeedsEarly Childhood Development TestEarly Childhood Development SurveyComputer/Technology Literacy Skills

ACADEMIC PROGRESSAge-Grade DiscrepancyGrade RetentionAttendance Record Number of Interruptions to Education During

Regular School YearNumber of TASS Objectives MasteredLast Grade CompletedGradesCredits Accrued for GraduationNumber of Failed CoursesDropout Status

Affiliation with teacher(s)Special Education (IEP)Free Lunch ParticipationDiscipline RecordPersonal Relationships (i.e., friends)Enrollment/Placement in Other Programs

(Title I, ESL, Bilingual, Even Start, Preschool, etc.)

Gifted & TalentedInterest in Adult Basic EducationInterest in GEDInterest in Enrollment in Public School SystemInterest in Job Training

PERSONAL CHARACTERISTICSSelf Concept RatingSelf Esteem RatingSpecial Talents/StrengthsSocial Behavior Assessment Inventory ScoreFeeling, Attitudes, Behavior Scale IndexEducation GoalsCareer GoalsHours of EmploymentLibrary Card & UseLegal ProblemRecommendation for Counseling

Residency DataHomebase State/DistrictEducational Attainment of ParentsEducational Attainment of SiblingsLanguage Spoken in the HomeLanguage Proficiency of ParentAccess to TransportationLevel of Parental InvolvementMobility (Number of Moves)Family IncomeShelter/Food/ClothingAbuse/NeglectFamily Conditions (e.g., foster care, married

teen, guardian, etc.)

HEALTH INDICATORSMedical Screening ResultsDental Screening ResultsVisual Screening ResultsAuditory Screening ResultsImmunizationsPrimary Health Care AccessTB TestMost Recent Physical Exam

Goal: High School GraduationGoal: High School Graduation

Area of Concern: Continuity of InstructionArea of Concern: Continuity of Instruction

Concern StatementConcern Statement IndicatorsIndicators Sources of Sources of DataData

We are concerned that We are concerned that migrant students who migrant students who have had their school have had their school year interrupted, are not year interrupted, are not accruing the credits accruing the credits needed to graduate on needed to graduate on time.time.

Percentage of migrant Percentage of migrant high school students high school students completing 4 credits by completing 4 credits by the end of the first year, 8 the end of the first year, 8 credits by the end of the credits by the end of the second year, and 12 second year, and 12 credits by the end of the credits by the end of the third year. Credits must third year. Credits must be applicable toward be applicable toward graduation. (Core courses graduation. (Core courses – English, Mathematics, – English, Mathematics, Science, and Social Science, and Social Studies)Studies)

School School records, State records, State and local and local migrant migrant databasesdatabases

Comparison/Target GroupComparison/Target Group

Comparison GroupComparison Group Non-migrant studentsNon-migrant students English language or content proficient English language or content proficient

studentsstudents English language or content proficient English language or content proficient

Migrant studentsMigrant students Priority for ServicePriority for Service

State Target or BenchmarkState Target or Benchmark Ideal, Challenge, Can DoIdeal, Challenge, Can Do

Collection and Analysis PlanCollection and Analysis Plan

• Types of DataTypes of Data• Sources of DataSources of Data• Variables/Data FieldsVariables/Data Fields• SamplingSampling• InstrumentationInstrumentation• Collection ProceduresCollection Procedures• AnalysisAnalysis