**COMPREHENSIVE NEEDS ASSESSMENT**

Materials adapted from "Planning and Conducting Needs Assessments: A
Practical Guide" (1995)

Summary of Foundation Concepts

-   A "need" is a discrepancy or gap between "what is" and "what should
    be."

-   A "needs assessment" is a systematic set of procedures that are used
    to determine needs, examine their nature and causes, and set
    priorities for future action.

-   In the real world, there is never enough money to meet all needs.
    Needs assessments are conducted to help program planners identify
    and select the *right* *job* before doing the *job right*.

### 

### 

### KEY TOPICS

In this session, we will answer the following:

-   What is a needs assessment?

-   What steps are involved in conducting a needs assessment?

-   What aspects of a needs assessment are important to its success?

> Why Conduct a Needs Assessment?
>
> Why do program planners in education, business, industry, government,
> etc. conduct needs assessments?
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Legal Requirements

The law requires States to submit applications that describe:

-   a comprehensive plan for needs assessment and service delivery that
    identifies the special educational needs of migrant children;

-   how the State's priorities for the use of funds relate to the
    State's needs assessment; and

-   how the State will award subgrants to reflect the results of the
    comprehensive needs assessment plan.

::: Definition-Term
> \[[See]{.underline} Section 1304 - State Applications; Services &
> Section 1306 - Comprehensive Needs Assessment and Service-Delivery;
> Authorized Activities.\]
:::

####### Program Requirements

Policy guidance issued by the Office of Migrant Education states that
needs assessments:

-   are conducted annually;

-   use the best information available;

-   

-   establish statewide priorities for local procedures; and

-   provide a basis for the allocation of funds.

::: Definition-Term
> Definition of Key Terms
:::

::: Definition-Term
> "Need" refers to the gap or discrepancy between a present state (what
> is) and a desired state (what should be). **The need is neither the
> present nor the future state; it is the gap between them**.
:::

+--------------------+---+--------------------+---+---------------------+
| :                  | : | :                  | : | ::: Definition-Term |
| :: Definition-Term | : | :: Definition-Term | : | Need                |
| Desired Results    | : | Current results    | : | :::                 |
| :::                |   | :::                |   |                     |
|                    | D |                    | D |                     |
|                    | e |                    | e |                     |
|                    | f |                    | f |                     |
|                    | i |                    | i |                     |
|                    | n |                    | n |                     |
|                    | i |                    | i |                     |
|                    | t |                    | t |                     |
|                    | i |                    | i |                     |
|                    | o |                    | o |                     |
|                    | n |                    | n |                     |
|                    | - |                    | - |                     |
|                    | T |                    | T |                     |
|                    | e |                    | e |                     |
|                    | r |                    | r |                     |
|                    | m |                    | m |                     |
|                    | \ |                    | = |                     |
|                    | - |                    | : |                     |
|                    | : |                    | : |                     |
|                    | : |                    | : |                     |
|                    | : |                    |   |                     |
+--------------------+---+--------------------+---+---------------------+
| :                  |   | :                  |   |                     |
| :: Definition-Term |   | :: Definition-Term |   |                     |
| (What should be)   |   | (What is)          |   |                     |
| :::                |   | :::                |   |                     |
+--------------------+---+--------------------+---+---------------------+
| :                  | : | :                  | : | ::: Definition-Term |
| :: Definition-Term | : | :: Definition-Term | : | 70% of third grade  |
| 100% of third      | : | 30% of third grade | : | migrant children    |
| grade migrant      |   | migrant students   |   | must reach the      |
| students meet the  | D | meet the state     | D | proficiency level   |
| state proficiency  | e | proficiency level  | e | in reading          |
| level in reading   | f | in reading         | f | :::                 |
| :::                | i | :::                | i |                     |
|                    | n |                    | n |                     |
|                    | i |                    | i |                     |
|                    | t |                    | t |                     |
|                    | i |                    | i |                     |
|                    | o |                    | o |                     |
|                    | n |                    | n |                     |
|                    | - |                    | - |                     |
|                    | T |                    | T |                     |
|                    | e |                    | e |                     |
|                    | r |                    | r |                     |
|                    | m |                    | m |                     |
|                    | \ |                    | = |                     |
|                    | - |                    | : |                     |
|                    | : |                    | : |                     |
|                    | : |                    | : |                     |
|                    | : |                    |   |                     |
+--------------------+---+--------------------+---+---------------------+

######## 

######## "Target Group"

> Needs Assessments are focused on particular target groups in a system.
>
> Common target groups in education settings include students, parents,
> teachers, administrators, and the community at-large.
>
> **Ideally, needs assessments are [initially]{.underline} conducted to
> determine the needs of the people (i.e., service receivers) for whom
> the organization or system exists (e.g., students).**
>
> However, a "*comprehensive*" needs assessment often takes into account
> needs identified in other parts of a system.

For example, a needs assessment might include the concerns of the
"service providers" (e.g. teachers, guidance counselors, or school
principals---the people who have a direct relationship with the service
receivers) or "system issues" (e.g., availability of programs, services,
and personnel; level of program coordination; and access to appropriate
facilities).

Definition of Key Terms (continued)

::: Definition-Term
> A "Needs Assessment" is a ***systematic*** approach that progresses
> through a defined ***series of phases***.
:::

> Needs Assessment focuses on the ***ends*** (i.e., outcomes) to be
> attained, rather than the ***means*** (i.e., process). For example,
> reading achievement is an outcome whereas reading instruction is a
> means toward that end.

::: Definition-Term
> It gathers data by means of ***established procedures and methods***
> designed for specific purposes. The kinds and scope of methods are
> selected to fit the purposes and context of the needs assessment.
:::

::: Definition-Term
> Needs assessment ***sets priorities and determines criteria for
> solutions*** so that planners and managers can make sound decisions.
:::

::: Definition-Term
> Needs assessment ***sets criteria*** for determining how best to
> allocate available money, people, facilities, and other resources.
:::

::: Definition-Term
> Needs assessment leads to ***action*** that will ***improve***
> programs, services, organizational structure and operations, or a
> combination of these elements.
:::

::: Definition-Term
A Three-Phase Model of Needs Assessment
:::

> *...a **systematic** approach that progresses through a defined
> **series of phases***

+-----------------------+----------------------+----------------------+
|                       |                      |                      |
+-----------------------+----------------------+----------------------+
|                       |                      |                      |
+-----------------------+----------------------+----------------------+
|                       |                      |                      |
+-----------------------+----------------------+----------------------+
|                       |                      |                      |
+-----------------------+----------------------+----------------------+
| -   Prepare a         | -   Determine Target | -   Set Priority     |
|     Management Plan   |     Groups           |     Needs            |
|                       |                      |                      |
| -   Identify Concerns | -   Gather Data to   | -   Identify         |
|                       |     Define Needs     |     Possible         |
| -   Determine         |                      |     Solutions        |
|     Measurable        | -   Prioritize Needs |                      |
|     Indicators        |                      | -   Select Solution  |
|                       | -   Identify &       |     Strategies       |
| -   Consider Data     |     Analyze Causes   |                      |
|     Sources           |                      | -   Propose Action   |
|                       | -   Summarize        |     Plan             |
| -   Decide            |     Findings         |                      |
|     Preliminary       |                      | -   Prepare Report   |
|     Priorities        |                      |                      |
+-----------------------+----------------------+----------------------+

Phase I: Explore "What Is"

-   Two major objectives of the exploration phase are gaining: 1) **a
    sense of commitment to the needs assessment** at all levels in the
    organization; and 2) **an assurance that decision makers will
    follow-up (i.e., use) the findings** with appropriate and timely
    action.

**STEP 1: Prepare Management Plan**

-   

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-   **Form a Needs Assessment Committee**.

> The members of a Needs Assessment Committee should represent those
> organizations and individuals that are critical to ensuring commitment
> and follow-up.

-   Determine a reporting schedule.

> Timely reports to top management and other important stakeholders,
> with opportunities for interaction on major issues, also are critical.

**STEP 2: Identify Major Concerns**

-   Reach consensus on the goals (desired outcomes) of greatest
    importance to the target group.

-   Refine the list of goals to the top 3 -- 5 goals.

-   Brainstorm a list of concerns/factors for each of the goals.

-   Decide on the major concerns for each goal.

Phase I: Explore "What Is" (continued)

**STEP 3: Determine Need Indicators**

-   Identify indicators that could verify that the concern/issue exist.

> \[An indicator is data that can verify that a concern exists.\]

**STEP 4: Consider Data Sources**

-   Determine what kinds of information would be helpful to more clearly
    define the need [and]{.underline} where to get the data.

**STEP 5: Decide on Preliminary Priorities**

-   Set the priorities of each concern as a focus in the gathering of
    data.

Group Activity: Exploring "What Is"

Group Activity: Exploring "What Is" (continued)

  ---------------------------------- ------------------------------------
  GOAL:                              

                                     

                                     

  CONCERN (FACTORS):                 

                                     

  INDICATORS:                        SOURCES OF DATA:

                                     
  ---------------------------------- ------------------------------------

Phase II: Data Gathering & Analysis

> **STEP 1: Determine Target Groups**

-   Determine the scope of the needs assessment---e.g., all districts
    with eligible migrant children.

-   Determine target groups---e.g., migrant students, parents, teachers,
    etc.

> **STEP 2: Gather Data to Define Needs**

-   Specify a desired outcome based on the program's goals.

-   Collect data to determine the current state of the target group in
    relation to the desired outcome.

-   Formulate need statements based on discrepancies between current and
    desired outcomes.

> **STEP 3: Prioritize Needs---Based on Data**

-   List concerns (need areas) in rank order of importance (e.g., School
    affliation, English Language, Course Completion).

-   Within each area of concern, separately rank the identified needs
    (e.g., Within School affliation---Counselor-student contact, peer
    network, extra curricula activities).

Phase II: Data Gathering & Analysis (continued)

> **STEP 4: Identify & Analyze Causes**

-   Determine general and specific causes of high priority needs.

> In general, try to answer question "*Why does this need persist*?"

-   Identify the factors that are amenable to intervention with control
    of your program.

> **STEP 5: Summarize Findings**

-   Summarize and document findings by need with an explanation of the
    major causes.

-   Share the results with the Needs Assessment Committee, managers, and
    other key stakeholders.

Tool: Identifying & Analyzing Causes

(Cause and Consequence Analysis)

-   To determine the priority of each need, examine both the difficulty
    to correct the need and the degree of criticality.

-   Review the ratings in light of the magnitude of the discrepancy
    between the present and desired states.

-   Use results to provide data for consideration in setting priorities
    and moving to solution strategies.

+-------------+-------------+-------------+---------------+-----------+
| NEED        | CAUSES      | C           | DIFFICULTY TO | CR        |
|             |             | ONSEQUENCES | CORRECT       | ITICALITY |
|             |             |             |               |           |
|             |             |             | \[low,        | 1 2 3 4 5 |
|             |             |             | medium,       |           |
|             |             |             | high\]        |           |
+-------------+-------------+-------------+---------------+-----------+
|             |             |             |               |           |
+-------------+-------------+-------------+---------------+-----------+

In column 1: List *needs* that were previously identified in the needs
assessment.

In column 2: List all possible "treatable" *causes* of each need
(concern), itemized separately for each need. A given need may have more
than one cause.

In column 3: List *consequences* if the cause is not removed and the
need is not meet, also itemize separately for each need. There may be
more than one consequence for each need.

In column 4: Enter a rating (low, medium, high) of the *difficulty of
correcting the problem* once it has occurred.

In column 5: Enter a rating, on a scale of 1 to 5, of the degree of
*criticality* of the need if it is not met, with 5 being the most
critical.

Phase III: Decision-making

> **STEP 1: Set Priority of Needs**
>
> Criteria for assigning priorities among needs are based on several
> factors:

-   The magnitude of discrepancies between current and target states;

-   Causes and contributing factors to the needs;

-   The degree of difficulty in addressing the needs;

-   Risk assessment---the consequences of ignoring the needs;

-   The effect on other parts of the system or other needs if a specific
    need is or is not met;

-   The cost of implementing solutions; and

-   Other factors that might affect efforts to solve the need.

> ***Set priorities in two stages***: (a) broad areas, such as goals,
> concerns (needs) or target groups; and (b) critical needs within each
> area.
>
> **STEP 2: Identify Possible Solutions**

-   Set criteria (or standards) for judging the merits of alternative
    solution strategies.

> At a minimum, proposed solutions should meet the criteria of ***effect
> on causes, acceptability***, and ***feasibility*** (includes
> resources).

-   Generate and examine potential solutions. In examining possible
    solutions---***review and document research and evaluation data***
    that supports the merits of each alternative.

  ----------------------- ----------------------- -----------------------
  **What Is**             **Possible Solutions**  **What Should Be**

                                                  
  ----------------------- ----------------------- -----------------------

Phase III: Decision-making (continued)

> **STEP 3: Select Solutions**

-   Evaluate and rate each solution separately against the evaluation
    criteria.

-   Consider whether each of the high-ranking solutions will drive
    toward the contemplated change or whether they will push in the
    opposite direction, preventing change.

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-   On the basis of all the information, select one or more solutions
    for each need area.

> **STEP 4: Propose Action Plan**

-   The plan should include descriptions of the solutions, rationale,
    proposed timelines, and resource requirements.

> **STEP 5: Prepare Report**
>
> At the end of this phase, a written report should be prepared to
> communicate the methods and results of the needs assessment to
> decision-makers, policymakers, and key stakeholders.
>
> The report should include:

-   Description of the needs assessment process;

-   Major outcomes (identified needs);

-   Priority Needs (and criteria used to determine such priorities);

-   Action Plan (with the data and criteria used to arrive at the
    solution strategies); and

-   Recommendations for future needs assessments.

::: Definition-Term
Review of the Three-Phases of Needs Assessment
:::

+-----------------------+----------------------+----------------------+
|                       |                      |                      |
+-----------------------+----------------------+----------------------+
|                       |                      |                      |
+-----------------------+----------------------+----------------------+
| Set up management     | Select target        | Prioritize needs     |
| plan for needs        | group(s)             |                      |
| assessment            |                      |                      |
+-----------------------+----------------------+----------------------+
| Conduct preliminary   | Gather data on need  | Identify potential   |
| investigation of      | indicators to        | solution strategies  |
| "what is"             | formulate need       | to meet the needs    |
|                       | statements           |                      |
|                       | (describing the      |                      |
|                       | discrepancy between  |                      |
|                       | "what is" and "what  |                      |
|                       | should be")          |                      |
+-----------------------+----------------------+----------------------+
| Identify major        | Prioritize needs     | Evaluate alternative |
| concerns or factors   |                      | solutions            |
+-----------------------+----------------------+----------------------+
| Determine indicators  | Perform causal       | Select one or more   |
| of need in each area  | analyses             | solutions            |
| of concern            |                      |                      |
+-----------------------+----------------------+----------------------+
| Identify the best     | Identify factors     | Propose an action    |
| potential sources of  | within program       | plan to implement    |
| data to fully define  | control              | the solutions        |
| each need indicator   |                      |                      |
+-----------------------+----------------------+----------------------+
| Set preliminary       | Analyze and          | Prepare written      |
| priorities for each   | interpret all data,  | reports and oral     |
| need indicator (by    | summarize findings   | briefings            |
| level) to focus data  |                      |                      |
| gathering             |                      |                      |
+-----------------------+----------------------+----------------------+
| Outcome:              | Outcome:             | Outcome:             |
|                       |                      |                      |
| Preliminary plan for  | Criteria for action  | Action plan(s),      |
| data collection in    | based on             | written and oral     |
| Phase 2               | high-priority needs  | briefings, and final |
|                       |                      | report               |
+-----------------------+----------------------+----------------------+

Needs Assessment in a Continuous Improvement Cycle

Summary

-   There is no one correct needs assessment model or procedure.

-   The active use of a Needs Assessment Committee is one important
    method for obtaining expert advice and gaining commitment to the
    process and using the results.

-   Make sure needs focus on desired outcomes and are listed as the gaps
    between "what is" and "what should be."

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-   Before you gather data, spend the time to investigate what is known
    about the needs of the target group---to identify all of the
    concerns.

-   Develop measurable need indicators to guide your data collection
    process.

-   Perform a causal analysis---Ask "why" does this need still exist? To
    solve a problem, planners must understand it first.

-   Share information with decision makers, policymakers, and
    stakeholders throughout the needs assessment process. Frequent
    communication with these groups is important for the "buy in" needed
    to use the needs assessment results.

-   Document the research base for potential solutions.

-   Prepare a written report that describes the methods and results of
    the needs assessment.

> Reflection
>
> What are three of the top challenges you face as you prepare to plan
> and manage a statewide needs assessment for your program?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

TYPES OF NEEDS ASSESSMENT DATA

+-----------------------+-----------------------+-----------------------+
| **TYPES OF "STUDENT"  |                       |                       |
| DATA ELEMENTS         |                       |                       |
| COLLECTED FOR**       |                       |                       |
|                       |                       |                       |
| **MEP NEEDS           |                       |                       |
| ASSESSMENT PURPOSES** |                       |                       |
|                       |                       |                       |
| **(SAMPLE OF 13       |                       |                       |
| STATES )**            |                       |                       |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **[TEST               | **[SCHOOL             | **[FAMILY             |
| SCORES]{.underline}** | INVOL                 | BACK                  |
|                       | VEMENT]{.underline}** | GROUND]{.underline}** |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| State Assessment      | Affiliation with      | Residency Data        |
| Scores                | teacher(s)            |                       |
+-----------------------+-----------------------+-----------------------+
| Standardized Tests    | Special Education     | Homebase              |
| Scores                | (IEP)                 | State/District        |
+-----------------------+-----------------------+-----------------------+
| Norm-Reference Test   | Free Lunch            | Educational           |
| Scores                | Participation         | Attainment of Parents |
+-----------------------+-----------------------+-----------------------+
| Criterion Reference   | Discipline Record     | Educational           |
| Test Scores           |                       | Attainment of         |
|                       |                       | Siblings              |
+-----------------------+-----------------------+-----------------------+
| Cognitive Ability     | Personal              | Language Spoken in    |
| Test Score            | Relationships (i.e.,  | the Home              |
|                       | friends)              |                       |
+-----------------------+-----------------------+-----------------------+
| Language Proficiency  | Enrollment/Placement  | Language Proficiency  |
| Ratings (English &    | in Other Programs     | of Parent             |
| Primary Language      | (Title I, ESL,        |                       |
| Other than English)   | Bilingual, Even       |                       |
|                       | Start, Preschool,     |                       |
|                       | etc.)                 |                       |
+-----------------------+-----------------------+-----------------------+
| Portfolio Assessment  | Gifted & Talented     | Access to             |
| Ratings               |                       | Transportation        |
+-----------------------+-----------------------+-----------------------+
| Teacher Survey of     | Interest in Adult     | Level of Parental     |
| Basic Skill Needs     | Basic Education       | Involvement           |
+-----------------------+-----------------------+-----------------------+
| Early Childhood       | Interest in GED       | Mobility (Number of   |
| Development Test      |                       | Moves)                |
+-----------------------+-----------------------+-----------------------+
| Early Childhood       | Interest in           | Family Income         |
| Development Survey    | Enrollment in Public  |                       |
|                       | School System         |                       |
+-----------------------+-----------------------+-----------------------+
| Computer/Technology   | Interest in Job       | Shelter/Food/Clothing |
| Literacy Skills       | Training              |                       |
+-----------------------+-----------------------+-----------------------+
|                       |                       | Abuse/Neglect         |
+-----------------------+-----------------------+-----------------------+
| **[ACADEMIC           | **[PERSONAL           | Family Conditions     |
| PR                    | CHARACTER             | (e.g., foster care,   |
| OGRESS]{.underline}** | ISTICS]{.underline}** | married teen,         |
|                       |                       | guardian, etc.)       |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Age-Grade Discrepancy | Self Concept Rating   |                       |
+-----------------------+-----------------------+-----------------------+
| Grade Retention       | Self Esteem Rating    | **[HEALTH             |
|                       |                       | INDI                  |
|                       |                       | CATORS]{.underline}** |
+-----------------------+-----------------------+-----------------------+
| Attendance Record     | Special               |                       |
|                       | Talents/Strengths     |                       |
+-----------------------+-----------------------+-----------------------+
| Number of             | Social Behavior       | Medical Screening     |
| Interruptions to      | Assessment Inventory  | Result                |
| Education During      | Score                 |                       |
| Regular School Year   |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Number of TASS        | Feeling, Attitudes,   | Dental Screening      |
| Objectives Mastered   | Behavior Scale Index  | Result                |
+-----------------------+-----------------------+-----------------------+
| Last Grade Completed  | Education Goals       | Visual Screening      |
|                       |                       | Result                |
+-----------------------+-----------------------+-----------------------+
| Grades                | Career Goals          | Auditory Screening    |
|                       |                       | Result                |
+-----------------------+-----------------------+-----------------------+
| Credits Accrued for   | Hours of Employment   | Immunizations         |
| Graduation            |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Number of Failed      | Library Card & Use    | Primary Health Care   |
| Courses               |                       | Access                |
+-----------------------+-----------------------+-----------------------+
| Dropout Status        | Legal problem         | TB Test               |
+-----------------------+-----------------------+-----------------------+
|                       | Recommendation for    | Most Recent Physical  |
|                       | Counseling            | Exam                  |
+-----------------------+-----------------------+-----------------------+

RESOURCES

SUGGESTED READINGS

**MCKILLIP**, Jack. *Needs Analysis: Tools for the Human Services and
Education*. 1987.

**KAUFMAN**, Roger., and Fenwick W. English. *Needs Assessment---Concept
and Application*. 1979

**KAUFMAN**, Roger. *Strategic Planning Plus: An Organizational Guide*.
1992.

**WITKIN**, Bell, R., and James W. Altschuld. *Planning and Conducting
Needs Assessments: A Practical Guide*. 1995.