1. Data Collection and Analysis

2. Objectives of Phase II Building relationships with data staff at district and state levelsBuilding relationships with data staff at district and state levels Building mechanisms for obtaining data that are appropriate and timelyBuilding mechanisms for obtaining data that are appropriate and timely Building a comprehensive understanding of the gaps between migrant students and comparison populationsBuilding a comprehensive understanding of the gaps between migrant students and comparison populations Outcome of Phase II Need StatementsNeed Statements

3. Phase I: Explore What Is Review and Finalize Migrant Student Profile Review Areas of Concern and Write Concern Statements Prioritize Concern Statements Write and Prioritize Need Indicators Consider Data Sources

4. Identifying Sources of Data

5. Goal: Graduation Area of Concern: Educational Continuity Concern Statement Indicators Sources of Data We are concerned that high school migrant students, who have had their school year interrupted, are not able to accrue credits to graduate on time. Percent of high school students, who have had their school year interrupted, completing 4 credits by the end of the first year, 8 cumulative credits by the end of the second year, and 12 cumulative credits in core courses by the end of the third year. School Records or District Student Database or State Student Database

6. Identifying Sources of Data Goal: Proficiency in Reading and Math Area of Concern: Educational Continuity Concern Statement Indicators Sources of Data We are concerned that migrant students, who need academic intervention, do not participate in summer learning activities that support academic success. Percent of migrant and PFS students, by grade level bands (grades 3-5, grades 6- 8, and grades 9-11), who did not attain proficiency on one or more subtests of the state CRT in grades 3-11 in school year 2003-2004 and received academic services during the summer of 2004. School Records or District Student Database or State Database

7. Types of Data Outcome/Achievement Data State assessment, State language proficiency results, District grade-level assessments, Primary grade literacy assessments, teacher-made tests results State assessment, State language proficiency results, District grade-level assessments, Primary grade literacy assessments, teacher-made tests results Perception Data Student surveys, Parent surveys, focus groups, Self-esteem survey results Student surveys, Parent surveys, focus groups, Self-esteem survey results

8. Types of Data Demographic Data Student surveys, Parent surveys, School or District level database, ID&R records

9. Data Collection – Decision Points Setting “What Ought to Be” Comparison groups Comparison groups  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

10. Data Collection – Decision Points TimingTiming Methods of Data CollectionMethods of Data Collection CNA Committee or ContractorCNA Committee or Contractor

11. Analyzing and Interpreting the Data Methods of analyzing and interpreting data and ranking the results will differ, depending partly on the data-gathering process used.