Transcript Data Collection

Comprehensive Needs
Assessment
Phase II
Gather and Analyze Data
Objectives of Phase II
• Building relationships with data staff at
district and state levels
• Building mechanisms for obtaining data that
are appropriate and timely
• Building a comprehensive understanding of
the gaps between migrant students and
comparison populations
Principle Steps
• Consider types of data needed for each
indicator
• Identify sources of that data
• Determine comparison group/target
• Plan methods of data collection and analysis
Data Types with Sample Sources
Outcome/Achievement Data
State assessment, State language
proficiency results, Primary grade literacy
assessments, teacher-made tests results
Perception Data
Student surveys, Parent surveys, focus
groups, Self- esteem survey results
Demographic Data
Student surveys, Parent surveys, School or
District level database, ID&R records
TEST SCORES
SCHOOL INVOLVEMENT
FAMILY BACKGROUND
State Assessment Scores
Standardized Tests Scores
Norm-Reference Test Scores
Criterion Reference Test Scores
Cognitive Ability Test Score
Language Proficiency Ratings (English &
Primary Language Other than
English)
Portfolio Assessment Ratings
Teacher Survey of Basic Skill Needs
Early Childhood Development Test
Early Childhood Development Survey
Computer/Technology Literacy Skills
Affiliation with teacher(s)
Special Education (IEP)
Free Lunch Participation
Discipline Record
Personal Relationships (i.e., friends)
Enrollment/Placement in Other Programs
(Title I, ESL, Bilingual, Even Start,
Preschool, etc.)
Gifted & Talented
Interest in Adult Basic Education
Interest in GED
Interest in Enrollment in Public School System
Interest in Job Training
Residency Data
Homebase State/District
Educational Attainment of Parents
Educational Attainment of Siblings
Language Spoken in the Home
Language Proficiency of Parent
Access to Transportation
Level of Parental Involvement
Mobility (Number of Moves)
Family Income
Shelter/Food/Clothing
Abuse/Neglect
Family Conditions (e.g., foster care, married
teen, guardian, etc.)
ACADEMIC PROGRESS
PERSONAL CHARACTERISTICS
Age-Grade Discrepancy
Grade Retention
Attendance Record
Number of Interruptions to Education During
Regular School Year
Number of TASS Objectives Mastered
Last Grade Completed
Grades
Credits Accrued for Graduation
Number of Failed Courses
Dropout Status
Self Concept Rating
Self Esteem Rating
Special Talents/Strengths
Social Behavior Assessment Inventory Score
Feeling, Attitudes, Behavior Scale Index
Education Goals
Career Goals
Hours of Employment
Library Card & Use
Legal Problem
Recommendation for Counseling
HEALTH INDICATORS
Medical Screening Results
Dental Screening Results
Visual Screening Results
Auditory Screening Results
Immunizations
Primary Health Care Access
TB Test
Most Recent Physical Exam
Goal: High School Graduation
Area of Concern: Continuity of Instruction
Concern Statement
Indicators
Sources of
Data
We are concerned that
migrant students who
have had their school
year interrupted, are not
accruing the credits
needed to graduate on
time.
Percentage of migrant
high school students
completing 4 credits by
the end of the first year, 8
credits by the end of the
second year, and 12
credits by the end of the
third year. Credits must
be applicable toward
graduation. (Core courses
– English, Mathematics,
Science, and Social
Studies)
School
records, State
and local
migrant
databases
Comparison/Target Group
Comparison Group
 Non-migrant students
 English language or content proficient
students
 English language or content proficient
Migrant students
 Priority for Service
State Target or Benchmark
 Ideal, Challenge, Can Do
Collection and Analysis Plan
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Types of Data
Sources of Data
Variables/Data Fields
Sampling
Instrumentation
Collection Procedures
Analysis