Comprehensive Needs Comprehensive Needs Assessment Assessment Phase II Phase II Gather and Analyze Data Gather and Analyze Data
Feb 10, 2016
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 proficiency State assessment, State language proficiency
results, Primary grade literacy assessments, results, Primary grade literacy assessments, teacher-made tests resultsteacher-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 or Student surveys, Parent surveys, School 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 GraduationArea of Concern: Continuity of InstructionArea of Concern: Continuity of InstructionConcern StatementConcern Statement IndicatorsIndicators Sources of Sources of
DataDataWe 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